I 



THE MOTHERCRAFT MANUAL 





1 39h[ 


■ 


^1^1 




1 


^^Ky:^. '^ ^^ 




1 


^^^^Mj^^E ^1 




^1 






HHHIIIIP^% „ 



Training in Mothercraft, at the School of Mothercraft, 
New York City. Frontispiece. 



THE 

MOTHERCRAFT 

MANUAL 

BY 

MARY L. READ, B.S. 

DIRECTOR, THE SCHOOL OF MOTHERCRAFT, NEW YORK 

ILLUSTRATED 




BOSTON 

LITTLE, BROWN, AND COMPANY 

1916 






Copyright, 1916, 
By Little, Brown, and CompanTo 



All rights reserved 
Published, October, 1916 



OCT 19 1916 



THE COLONIAL PRESS 
C. H. SIMONDS CO., BOSTON, V. S, A. 



)aA445208 



INSCRIBED TO 
MY MOTHER AND FATHER 






INTRODUCTION 

'* Seventy-five per cent, of the women of America 
are married, and most of these have children/' It is 
not conceivable that women entering into any other 
vocation of life would think of undertaking it without 
deliberate preparation. Motherhood is so precious 
and wonderful that we fear to think of it in terms of 
definite preparedness. We like to think that it comes 
natural to be good mothers and that to study in prep- 
aration for it or to analyze it might produce more 
harm than good. 

Let me use my own case as an illustration of how ill- 
prepared even earnest women are for motherhood. I 
was married twenty-nine years ago. I wanted children 
with all my heart. My first baby came sixteen months 
after I was married. I bought all the literature I 
could find on my new occupation, kindergarten books 
beginning with Froebel and ending with Susan Blow 
and her contemporaries ; I studied Spencer's Education, 
William James' chapters on habit and attention, and 
read biographies of great people. My first ambition 
was to be a good mother, and I was eager to learn all 
I could about it. My college studies for five years 
were Greek, Latin, and higher mathematics, with an 
occasional semester of botany, evidences of Christian- 
ity, physics, etc. I do not remember hearing a reference 
to motherhood during my college experience. 



Viii INTRODUCTION 

I have had six children, four of whom are living. 
Had I had the knowledge I now have, or know how to 
get, it seems that the little seven-months-old boy could 
have been saved. I was called a scientific mother, 
my babies were fed regularly, put to bed regularly, 
and were dressed as sensibly as babies are now, but at 
that time we did not have the knowledge about the 
physical care of babies which we now have. What I 
object to is the amount of time I had to give when my 
children were little to learn things which I ought to 
have known before motherhood came to me, so that I 
could have been free to give myself to them. I knew 
" education through play " only as a figure of speech. 
Last summer I took a year-old baby to camp. I had 
the care of her three consecutive months, and was re- 
sponsible for her six months. I yielded to the impulse 
to play with her, and in gratifying this instinct I 
used all the store of knowledge which experience had 
brought to me. It was evident that she was learning 
things every day, and that progress was astonishingly 
rapid. Most of the things I taught her were taught 
by the use of signs and objects. I asked her if she 
wanted to come to me by holding out my hands to her. 
She understood, and soon asked me to take her by 
holding out her hands to me. I asked her where her 
eyes were, her mouth, nose, ears, by touching each in 
turn. She understood and touched each in turn. It 
was interesting to note when it was no longer necessary 
to use the sign, when she understood spoken language 
without the aid of gesture. 

The phrase that '' education begins at the cradle '' 
took on a new significance. I felt that I was a teacher 
as well as a mother and the importance of my part in 
the education of this baby opened up amazingly. It 
was play, but it was also education. Those minutes 
with her when no one was near, when we were all 
in all to each other, were precious beyond words* 



INTRODUCTION Ix 

Through this love-relation there was intense joy in 
both learning and teaching. The reason the mother's 
part in education is incomparable to any other is 
because of this love-relation. 

We are told that during the first five years of life 
more is learned than during all the rest of life. The 
teachers during these years are primarily the mothers. 
The mother-teacher relation goes on after school 
days begin, but gradually is regarded less important, 
and the teacher's part grows. Mother is forgotten as 
a teacher. She loses confidence in herself and forgets 
that no one can take her place. 

It does not seem to me that any woman could have 
more earnestly desired and striven to be a good mother. 
I studied and worked as hard as I could, but it was not 
possible for me to secure the training that girls can get 
to-day. It now seems to me that it is about as rational 
for a woman to learn by experience with her own 
children to be a good mother, as it would be for a doctor 
to get his education merely by practising on his patients. 
Motherhood offers no less opportunities for success 
than do the professions of law or medicine. The prep- 
aration for it is just as definite and is more important. 
It has remained for Mary L. Read, with splendid devo- 
tion and university training, to put these matters 
together and to organize and conduct a " School for 
Mothercraft." 

The time is coming when women will no more go into 
physical and spiritual motherhood unprepared, trust- 
ing to " mother instinct '\ than they will go into law 
or medicine, trusting to their sense of right and of 
sympathy with the sick to guide them. 

CHARLOTTE V. GULICK. 



PREFACE 

Certain definite ideals have been constantly in mind 
in the preparation of the present volume, among these 
the following : 

To write a handbook that is so definite, concrete, 
and clear that the least experienced person of average 
intelligence will find it practical. 

To bring directly to those who have opportunity to 
use it, — the home-makers, present and prospective, — 
some of the wealth of present knowledge in biology, 
dietetics, hygiene, domestic efficiency, child psychology, 
education, that is stored in the laboratories, research 
reports, medical records, technical journals, and educa- 
tional classics, translating these from the obscure 
tongue of technical language into the clearer speech of 
daily life. 

To furnish a guide to more technical or detailed 
consideration of each subject. 

To present fundamental principles and facts rather 
than mere rule of thumb procedure, so that the reader 
may act intelligently and make intelligent variations. 

Not to compromise on half-way procedure that merely 
prevents disaster, but to make clear the means to great- 
est personal efficiency and social power. 

To keep a progressive yet reserved attitude between 
conservative and radical theories. 



Xii PREFACE 

To bring the spirit of sympathy and humanness, of 
love and child-nature and poetry into the teaching of 
home-making. 

To lighten the burden and enlighten the minds 
and hearts of earnest young people so that with joy 
and satisfaction they may essay and find the home and 
family life that their hearts desire. 

Froebel outlined, nearly a century ago, a thorough, 
practical training course for young women, preparatory 
to home-making or to vocational work as teachers or 
mothers' assistants. At Pestalozzi-Froebel House in 
Berlin, half a century ago, under the administration of 
Frau Shrader and Miss Annette Schepel, such a course 
was organized. Echoes of it to-day are found in the 
German secondary schools and special schools for 
girls. The same idea spread to England a quarter 
of a century ago, and there to-day a score of special 
schools, and some girls' high schools, provide such a 
training. 

In America, the School of Mothercraft was opened 
in New York City in December, 1911, to work out 
experimentally a training course for educated young 
women.^ Here has been developed a comprehensive, 
human, practical course including domestic science 
and art, and the care and training of babies and little 
children. The students work in a home atmosphere, 
under home conditions, using the household for their 
practice work, caring for the resident babies and chil- 
dren, educating and training them in the course of the 
day's regime, and receiving their own training in 
personality and technique as well as in theory. Exten- 
sion classes have been maintained for young mothers, 
brides, and engaged young women. 

^ The word "mothercraft" was coined by the author to express 
the comprehensive scope of the training. The word has since 
come into use in England in a narrower sense, including merely 
infant care. It is hoped that in America the use of the word may 
be retained in its larger significance. 



PREFACE XIU 

It is work with young women and the children in the 
School of Mothercraft that has made possible the 
preparation of the present volume. 

No book can take the place of the living teacher. No 
amount of discussion of theory can be a substitute for 
experience. Yet experience, without sound principles, 
is also of minor value. Any book presupposes a modi- 
cum of common sense and rational judgment in its 
readers. 

In a volume of such limited compass only a few sig- 
nificant principles can be presented, and some of the 
important elementary facts and technique that more 
technical books may overlook. The present volume 
aims only to be an introduction to the many phases of 
home-making, child care, and child training, to furnish 
something of vision for these responsibilities, and a 
guide for further study. 

No book can be a substitute for the personal advice 
of the physician, the hygienist, the psychologist, and 
the teacher. The reader of any book on applied science 
may easily make the mistake of interpreting statements 
out of proportion to their significance, or of misunder- 
standing directions so that they even become mis- 
leading. Only discussion with the living teacher will 
discover and correct such errors. 

The reader must be open-minded to new discoveries, 
new theories, new methods. At the present time, as 
never before, extensive researches are being made in 
biology, hygiene, dietetics, child psychology, and peda- 
gogy. Important discoveries as revolutionary as the 
discovery of the circulation of the blood, radio-activity, 
the cellular basis of life, may be made at any future 
time. 

In the present volume no attempt has been made to 
present controversial points of view, but a consistently 
constructive regime and programme has been given. 
The novice in any art must first learn to work con- 



Xlv PREFACE 

structively and rather dogmatically, until he has 
learned to apply one set of principles efficiently. Then 
he may begin to modify details according to some 
rational principle, instead of by mere whim, and to 
compare his method with other possibilities. The 
basis and the special authorities for the regime here 
presented will be found in the final chapter on bibliog- 
raphy. 

July, 1916. MARY L. READ. 



ACKNOWLEDGMENT 

The author begs to acknowledge indebtedness and 
gratitude to many who have participated in the making 
of the book. 

To the Messrs. Macmillan Co., Ginn Company, 
F. A. Stokes Co., and D. Appleton & Co., for permission 
to quote from their publications; to the American 
Medical Association Press and Dr. Roland G. Freeman 

' for use of the graphs on growth; to Mr. William S. 

j Bailey and The Nurse Studio for many of the photo- 

\ graphs taken specially for this work. 

! Especially the author begs to tender sincere thanks 
for many criticisms, suggestions, and reviewing of manu- 

} script to Dr. David Starr Jordan, Dr. WiUiam F. Snow, 
Professors Rudolph M. Binder, Willystine Goodsell, 

! Robert M. Yerkes, and Mr. Paul Popenoe, on the sec- 

I tions dealing with the home and the family; to Dr. 

j Josephine H. Kenyon for sections on maternity and 

( infancy, Drs. Henry I. Bowditch, William Shannon, 
and William H. Bumham, for sections on hygiene 

1 and growth ; to physicians and nurses at Battle Creek 

, Sanitarium for assistance in the sections on nursing 
and nutrition ; to Dr. William H. Park for revising data 

I on communicable diseases, and to Professors Henry C. 
Sherman and Mary S. Rose for suggestions and for 
unpublished data on nutrition. Mrs. Anna Martin 



xvi ACKNOWLEDGMENT 

Crocker and Miss Sunnyve Carlsen have kindly given 
literary assistance. Helpful suggestions on the reading 
list have been furnished by science teachers of Horace 
Mann, Ethical Culture, Francis Parker, and the Uni- 
versity of Chicago Elementary Schools. Miss Helen O. 
Rider and Miss Mary Scott Allen have rendered in- 
valuable aid in criticism and clerical details. To the 
many others who have furnished technical data or read 
portions of the manuscript, the author here expresses 
thanks. Finally, the author would gratefully acknowl- 
edge the unfailing patience and kindly encouragement 
of the publishers. For such errors as may be found ] [ 
the author alone is responsible. Criticisms or sugges- - 
tions from readers, which may improve the helpful- 
ness or accuracy of the Manual, will be gratefully 
received. ^ 

MARY L. READ. ' 
July, 1916. 



CONTENTS 



CHAPTER 

I 



II 
III 

IV 

V 

VI 

VII 

VIII 

IX 

X 

XI 

XII 

XIII 

XIV 

XV 



PAGE 

Introduction vii 

Preface xi 

Mothercraft: Its Meaning, Scope, and 

Spirit 1 

Establishing the Home 10 

Finding the Means for Mothercraft . . 20 

Founding a Family 29 

Growth and Development .... 41 

Preparing for the Baby 62 

Care of the Baby 85 

The Physical Care of Young Children » 119 
The Feeding of Children . . . .155 
The Education of the Little Child . . 196 
Studying the Individual Child . . . 223 
A Curriculum for Babyhood and Early Child- 
hood 246 

Play 264 

Games 275 

The Toy Age 285 



XVIU CONTENTS 

CHAPTER PAGE 

XVI Story-telling 299 

XVII Science and History 309 

XVIII Handwork 317 

XIX Music and Art 329 

XX Home Nursing and First Aid in the Nurs- 
ery 337 

Appendix 365 

Bibliography .381 

Index 425 



LIST OF PLATES 



Training in Mothercraft, at the School of Mothercraft, 

New York City Frontispiece 

FACING PAGE 

Approved Baby Clothing and Bassinet .... 62 

Approved Crib, Scales, Nursery Table. Holding the Baby, 

Supporting Head and Back 74 

Approved Baby Carriage and Shoes 76 

Drugs and Unsanitary Appliances. Unhygienic Equipment 

and Unsatisfactory Scales 80 

For the Layette 82 

Exercises for the Baby 114 

Good and Bad Postures 142 

Exercises for Trunk, Chest and Back . . . .144 

Some Especially Dangerous Foods for Children under Six. 

Poisons for Little Children 164 

Wholesome Sweets at Suitable Ages. Laxative Foods . 174 

Day's Menu for Child Two to Four Years. Day's Menu for 

Child Four to Six Years 182 

Learning Self-reliance and Regularity. At the School of 

Mothercraft Summer Camp 212 

Unhygienic, Inartistic, Anti-social Toys. Hygienic, Dur- 
able, Constructive, Social Toys 290 

Handwork that Utilizes Fundamental Muscles. In the 

School of Mothercraft Child Garden . . . .320 

Height and Weight Charts 370 



THE MOTHERCKAFT MANUAL 

CHAPTER I 
MOTHERCRAFT: ITS MEANING, SCOPE, AND SPIRIT 

" To know a child is to love it, and the more we know it, the 
better we love it. 

" To know, love, and serve childhood is the most satisfying, 
soul-filling of all human activities. 

" It rests on the oldest and strongest and sanest of all instincts. 

" It gives to our lives a rounded-out completeness as does no 
other service. 

" No other object is so worthy of service and sacrifice ; and the 
fullness of the measure in which this is rendered is the very best 
test of a nation and race and a civilization." 

— G. Stanley Hall. 

MoTHERCRAFT is the skilful, practical doing of all that 
is involved in the nourishing and training of children, 
in a sympathetic, happy, religious spirit. It is not 
merely the care of the little baby ; that is a very small, 
though significant, part. Its practice is not dependent 
upon physical parenthood, but is part of the respon- 
sibility of every woman who has to do with children 
as teacher, nurse, friend, or household associate. It 
is no more an instinct than is gardening or building. 
It is not merely being with children. Its requisite 
is vital working knowledge of the fundamental prin- 
ciples of biology, hygiene, economics, psychology, 
education, arts. It is mothering — that oldest, 
steadiest, most satisfactory vocation to women al- 



2 THE MOTHERCRAFT MANUAL 

ways and everywhere — made intelligent and efficient 
and joyous. 

Mothercraft cannot be learned simply from books 
any more than can music, agriculture, carpentry, 
dentistry. The most important factor in the learn- 
ing of mothercraft is the daily intelligent association 
with the children in their natural environment of 
home. A hospital with sick children is a place to 
learn its pathological phases. 

No one of intelligence will dispute the theory that 
the most important period in the child's life is the first 
seven years. It is in these years that the foundation 
of his physical life is settled (or unsettled) ; that 
the lifelong habits are formed; that the prejudices 
and the bases of his spiritual and social life are laid. 
The '' gates of gifts '' — his potentialities — are closed 
at birth, possibly when his parents are chosen. 
Whether one is an advocate of heredity or of environ- 
ment as the most influential factor in the life of the 
individual, none will now gainsay that both the heredity 
and the environment of every individual can be con- 
trolled, and that each of these factors may be made 
vastly more efficient through the high ideals, the 
intelligence, and the foresight of parents present and 
potential. 

In these days of radical change in the activities and 
education of women, mothercraft has not kept pace 
with the other vocations open to women. In a society 
where marriage is no longer an economic, domestic, 
or conventional necessity, there has developed a tacit 
assumption that youth would not marry, and therefore 
special preparation for home-making (and especially 
for child care) would be presumptuous and a waste of 
time. The school has left this part of a girFs training 
for the home to give, and in a large proportion of homes 
there has not been the time or the intelligence or the 
foresight to give it. Girls have gone from elementary 



mothercraft: its meaning, scope, and spirit 3 



I school directly into industry, or to high school and 
college, or to finishing school and society. Educators 
and vocational guides have frequently overlooked it in 

I educational and vocational conferences, exhibits, and 
guidebooks. 
And yet to-day in America, the care and training of 
young children is chiefly in the hands of women. 
Seventy-five per cent, of women in America are married, 
and presumably most of them have the responsibility 
of children in their own homes. 
There are ten million children under six years of age 
whose care and training is naturally in the entire con- 
trol of their homes. There are fourteen million chil- 
dren between five and fifteen years of age who, on the 
average, spend thirty hours a week, for forty weeks 
j^ a year, in school, while all the rest of their life — about 
IP seventy per cent, of their waking hours, as well as all 
their sleeping hours — is in the control of their mothers 
and fathers. 

Nursing, within fifty years, has become a profession, 
and to-day it is almost impossible for a woman to find 
employment as a nurse imless she has had a special 
training for three years. Yet nursing has only to do 
with sick folk, usually in a hospital, which is still a 
far cry from the daily care, hygiene, and training of 
the normal child in a home. For an equal period, 
teachers of young children have been expected to take 
a special normal course of two to four years. Yet this 
training has had little to do, until recently in some 
quarters, with hygiene, biology, or the psychology of 
the child, but has concerned itself chiefly with subjects 
in the curriculum and with masses of children in 
an artificial grouping and environment, foreign to 
their native interests and inimical to their physical 
I needs. 

I Only within the last twenty-five years has medicine 
I developed pediatrics — the special study of children's 



4 THE MOTHERCRAFT MANUAL 

treatment. Child-hygiene is still later as an exact 
science. Child-study, as an exact science, dates back 
to Froebel and the early nineteenth century, and is 
still a new field. 

The mother in her home, herself with slight special 
preparation, busy with her children, could scarcely 
have been expected to keep pace with these develop- 
ments and to teach them to her daughters, even had 
she the foresight. The higher institutions of learn- 
ing, naturally among the most conservative forces of 
society, have not yet begun to perceive the significance 
of such a subject as mothercraft in the curriculum, 
although the beginnings of some phases are being made. 
The secondary and elementary schools, bound by the 
fetish of college requirements, are only beginning to 
show here and there indications of efforts to prepare 
for living instead of simply for college. 

And the young woman — still immature, in- 
experienced, and therefore not appreciative of life's 
values and impending responsibilities — has had neither 
the guidance of school and home, nor the educational 
opportunity, nor the personal foresight to prepare 
adequately for this vocation. 

What is the consequence? A generation of women, 
the majority of whom are notoriously (and some- 
times shamelessly) ignorant and unskilled in the 
most vital and significant human responsibilities. In 
millions of homes women are wasting their time and 
energy, losing the joy of their motherhood (and too 
often their little ones), perplexed, harassed, over- 
burdened, because they are bungling, stumbling 
blindly, groping at their vocation. And those they 
love most dearly are paying the penalty, in less happy 
homes, less efficient lives. Hundreds of thousands of 
self-supporting young women every year are going 
into industrial or commercial work or school teaching, 
not because they prefer it, but because opportunities 



mothercraft: its meaning, scope, and spirit 5 

for acquiring the requisite skill are at hand, and condi- 
tions of work have been standardized. Hundreds of 
thousands of mothers with young children are seeking 
in vain for assistants of desirable personality and effi- 
cient training. For such workers there has been no 
adequate opportunity for training and no standardizing 
of working conditions. In all this, America is far 
behind both Germany and England. 

What does mothercraft require in its practitioners? 
First, personality : love of children and sympathy with 
child-nature, responsibility, patience, thoroughness in 
the minute details day in and day out, self-control, 
good judgment, adaptability, the play spirit. Funda- 
mental also are open-mindedness, spiritual vision, and 
the poise that results from a well-regulated physical 
regime and a firm apprehension of eternal verities. 

Then knowledge : a sound foundation in the funda- 
mental principles and vital facts of applied biology, 
psychology, sociology, ethics, economics, natural 
sciences, play, arts, as they relate to the home, the 
family, and childhood. Equally important is the 
scientific mind that knows how to approach new prob- 
lems and receive new principles. 

Then technique : the actual doing and practice of 
mothercraft. Knowledge is of no value until it is 
translated into efficient action. There must be little 
children to care for, tend, play with, educate. 

What of fathercraft? Every child has two parents, 
equal in responsibility for his heredity and likewise for 
his rearing. Fathers could hardly be expected ordi- 
narily to be versed in the intricacies of clothing, feed- 
ing, and bathing the baby. But why should not every 
man understand the principles of hygiene and foods 
as a matter of his general knowledge quite as much as 
for cooperation with the mother in the children's 
regime? Why should he not with equal zest make a 
study of growth and development during childhood? 



6 THE MOTHERCRAFT MANUAL 

Even more, why should he not be intimately acquainted 
with child psychology and the fundamental principles 
of child training and education, that he may under- 
stand his own children and cooperate sympathetically 
in their upbringing? Is there any valid reason why he 
should not be equally acquainted with the sociology 
of the home, the meaning and principles of eugenics, 
the psychology of harmony in home life? 

There is no profession open to either men or women 
that offers such opportunities for personal culture, 
individual expression, technical skill, scientific re- 
search, social contribution and welfare, as mother- 
craft. Perhaps the very comprehensiveness of it 
and its humanness have presented a problem so com- 
plex that it has baffled the educators and delayed its 
admission to academic dignity. 

Through the channels of child welfare, eugenics, and 
pediatrics, a keener sense of responsibility toward the 
child unborn is developing. Through the increasing 
knowledge of heredity, child psychology, and education, 
a clearer vision is appearing to young men and young 
women of what they themselves might have been, and 
of what they may yet create and develop by combining 
wisdom with their great love. Philanthropists are 
realizing the futility of simply relieving immediate 
suffering, crime, inefficiency, for generation after gen- 
eration. They are looking to the elimination of the 
causes: ignorance of the rudiments of living, poor 
heredity, neglect in childhood, unsanitary, ugly, un- 
spiritual living conditions. '' There is no wealth but 
life," we are realizing with Ruskin. Statesmen and 
legislators are beginning to see that the stability of 
society and the State demand that the organizing of 
homes, the founding of families, the spending of family 
incomes, shall not be intrusted to novices and unskilled 
workers. As indications of this, we have the recently 
established Children's Bureau, and the Smith-Lever 



MOTHERCRAFT : ITS MEANING, SCOPE, AND SPIRIT 7 

Bill with its appropriation for education that includes 
home-making. 

In America, clubs, reading courses, and special corre- 
spondence for parents have been developed in the last 
quarter century by the International Congress of 
Mothers, Parent-Teachers' Association, Home and 
School League, American Institute of Child Life. 
This is good and is helping many parents in meeting 
their perplexities, but as a national means of vocational 
training, its psychology and pedagogy is shortsighted 
and inefficient. 

What banker would trust his ledgers to a youth just 
out of school, whose only special preparation for book- 
keeping was a current reading course in business 
methods? What woman would permit a man to ex- 
periment on her garden if he was just beginning a 
correspondence course in agriculture? What business 
man wants to intrust his correspondence to a stenog- 
rapher just out of a business course, even after months 
of such vocational training? All this is recognized 
as inefficient, wasteful, expensive in business; how 
much more so is it in the home, where precious human 
lives are the factors to be dealt with. 

Slowly, but certainly, there is coming a new ideal in 
education. Children and young people are to be 
prepared for living. They are to know how to develop 
physical vitality and mental ability and spiritual 
power. They are to be prepared in spirit and intelli- 
gence, in skill and in science, in personality and tech- 
nique for the responsibilities that most of them will 
assume, for the greatest responsibility any of them can 
assume — home-making and family rearing. 

Both the school and the home are responsible for 
the preparation of these future parents. They must 
apply to this vocational problem all their knowledge 
of psychology and pedagogy. Right habits of regu- 
larity, responsibility, self-control, must be carefully 



8 THE MOTHERCRAFT MANUAL 

trained in those babyhood and early childhood stages ; 
the manual phases of household work are to be taught 
in the manual stage before the teens; boys and girls 
are to be imbued with a wholesome, responsible spirit 
toward motherhood and fatherhood and the home 
which they are taught to look forward to as the goal 
for themselves; girls in their teetis are to have com- 
panionship and experience with little children, learning 
the essential details and the significant guiding prin- 
ciples of their high calling in a practical, human, 
motherly way, under wise and sympathetic teachers. 
Girls, and boys likewise, will be encouraged to foresee 
the significance and values and responsibility of home 
and family, and to conduct themselves worthily of 
such a mission. 

Secondary and elementary schools are beginning to 
give school credit for assistance at home. Domestic 
science and art are now taught in hundreds of schools. 
Their field as yet is narrowly restricted to the mechanics 
of the household, usually taught in an academic way. 
This, however, is an entering wedge for more practical, 
comprehensive, and human phases of home-making 
education whenever school administrators, teachers, 
and parents shall see that vision. The day seems not 
distant when colleges generally will give credit for all 
home-making branches, as a few do now for some 
phases. We may even yet see universities granting 
M.A. and Ph.D. degrees in mothercraft and father- 
craft, as well as in philology, astronomy, history, or 
other more consequential branches of learning. College 
alumnae themselves are making earnest appeals to their 
Alma Maters to prepare their students for home-making 
responsibilities. It is not unthinkable that the col- 
leges, before many decades, might even include the 
preparatory work in these subjects among their entrance 
requirements, as they now do algebra and Latin. In 
that day '' applied science " will be esteemed more 



mothercraft: its meaning, scope, and spirit 9 

worthy than '' pure science ", and ability to utilize 
more honorable than ability to memorize. By the 
next century, a mothercraft course may become as 
conventional a part of the curriculum of a finishing 
school as French or vocal training or aesthetic dancing ; 
and its rudiments as requisite as a certificate of age 
for working papers; and preparedness in fathercraft 
as stringent a requirement for a marriage license as a 
medical certificate. Why not? 



CHAPTER II 

ESTABLISHING THE HOME 

The Purpose of the Home. The cause, historically, 
and the reason, socially, for the home is the child and 
the family. Home is the great training school of life 
for parents as well as for children. It is not merely 
a place to eat and sleep ; any boarding-house can pro- 
vide that. The ideal home is a community of congenial 
spirits, a place of inspiration, comfort, rest of spirit as 
well as of body. Here dwell together two who have 
chosen each other as comrades in the complex problem 
of living, to share their fare, their mirth, their troubles, 
to give cheer in distress, encouragement in struggle, 
ambition for achievement, sympathy in trial and hap- 
piness, friendly criticism to refine ; and to cooperate in 
their mutual desire, responsibility, joys, and trials of 
rearing a family. 

As young men and women face squarely the possi- 
bilities in a home, as they perceive the causes of dis- 
cord in family life, and study the basis of family stability 
and happiness, as they take the time before marriage 
to compare sincerely their ideals, tastes, standards, 
expectations, they will minimize the possibilities of 
later discord — even tragedy. If they cannot agree 
sincerely and heartily on economic, social, physiological, 
and psychological adjustments before the wedding cere- 
mony, when each has the altruism of romance and the 
spur of the game, how can they expect to adjust them- 
selves amicably afterwards, in the severe test of every- 
day needs and situations? 

10 



ESTABLISHING THE HOME H 

Marriage is the concern of the individual, because 
his happiness and his activity are involved. It is 
also the concern of the State, because property rights, 
social harmony, and future citizenship are involved. 
A brief study of the historical and social development 
of the home and family relations will give a surer basis 
for the rational discussion of this problem than would 
a theoretical discussion based merely on prejudices of 
individualism or altruism. 

Evolution of Marriage. In the human species, 
infancy is prolonged over several years. From this 
mutual care by the mother and the father in primitive 
society, there evolved the mutual love for the little child 
and later for each other ; and with this the permanent 
relationship which alone could produce the organiza- 
tion of the family. The beginnings of morality like- 
wise developed from this sense of a community interest 
which called for a subordination of selfish desires. 

For ages mankind has experimented with different 
forms of family relation and home organization, trying 
to discover which serve best to foster the child, con- 
serve the State, and satisfy the men and women who 
form the family. Under different social and economic 
conditions, polygamy and polyandry (more than one 
wife or husband), promiscuity (several temporal hus- 
bands or wives) and monogamy (one husband or wife) 
have been tried. 

Polygamy, in primitive society, developed where 
women were in excess, or their labor increased family 
income, or where a man's fortune enabled him to sup- 
port more than one wife and her children. The 
polygamous nature of man was accepted by Egyptian, 
Greek, Roman, and Mohammedan religions, and its 
practice permitted by their statutes. The Jewish na- 
tion early evolved from polygamy to monogamy, and 
incorporated the latter into its religion and customs. 
Anglo-Saxon ideals were of monogamy. The teachings 



12 THE MOTHERCRAFT MANUAL 



fli 



of Christ emphasized monogamy. The early Christian 
teachers even carried this, as other ideals, to its farthest 
extreme, and preached the ideal of celibacy which they 
mistook for the chastity that is wholly consistent with 
ethical marriage. It remained for Mormonism to 
sanctify polygamy and make it a religious duty. In 
the early days of that sect, polygamy was theoretically 
disapproved, but actually practiced by their leaders. 
Later it was openly approved and permitted, and finally 
made a religious duty. It is still considered a cardinal 
religious obligation and widely practiced by the sect, 
although openly denied. As polygamy is not permitted 
by the laws of this country, such plural marriages have 
no legal standing, and therefore the children of the 
plural wife are illegitimate, and the wife herself has no 
legal status as such. Mormon women are taught that 
polygamy is God's command; that the husband's 
future glory is increased according to the number of 
his wives and children, and that only by consenting to 
his plural marriage can the first wife expect to share 
eternal companionship with him. The aggressive 
missionary efforts of Mormonism in all parts of the 
country make this an insidious moral danger. 

In primitive, as well as in civilized societies, the 
beginning of a new home is customarily celebrated with 
civil and religious ceremonies ; customs and laws pro- 
vide for the relative rights of the husband and wife to 
their persons, their children, their property, and the 
returns from their labor. Infidelity (particularly of 
the wife), common-law marriages (living as husband 
and wife without legal marriage), promiscuous relations, 
divorce, have generally been branded as anti-social 
and reprehensible, expressions of lack of self-control, 
altruism, and foresight. 

Mankind is finding through the experience of the 
ages that monogamy best conserves child life, the home, 
the State, and individual happiness. It has found 



ESTABLISHING THE HOME 13 

that irresponsible parenthood, shallowness of marital or 
parental affection, promiscuous relations, all endanger 
the life and welfare of the child. It has learned that mar- 
riage customs and laws requiring considerable formal- 
ity and therefore deliberation of the contracting parties, 
reduced the proportion of hasty, unsatisfactory, and 
temporary unions with their uncertain responsibility for 
the children, and their quarrels over property. Many 
factors have contributed to the establishment of the 
really monogamous family and home as the social 
ideal and the increasing social practice. The lengthen- 
ing period of infancy, with the consequent longer 
period of mutual cooperation of parents in nurture 
and training; realization of the Christ spirit of love 
for others, of respect for the value and individuality of 
every human life; the consequent refinement of the 
emotional life and social feeling, and the sublimating 
of sex instincts to the development of a richer person- 
ality, to mental creative work and to social service; 
the democratization of education and social status; 
freedom in choice of a marriage partner — all have 
contributed a part. 

Freedom of choice has been far less prevalent than 
capture, purchase, or family contract, in marriages of 
the past. It is wearisome to even try to imagine the 
procession of brides, since those early days of the 
cavemen, who had no choice in the matter of their 
husbands. For what countless millions of brides 
was the marriage arranged by barter between their 
fathers and their future household lords, sometimes 
the father requiring a purchase price, sometimes the 
bridegroom demanding a dowry. What millions of 
girls have been selected while mere children as the 
future wives and slaves of their husbands and the 
family drudges of the household. How many millions 
of brides and bridegrooms have never been consulted 
as to their personal feelings or desires, but have been 



14 THE MOTHERCRAFT MANUAL 

married because the elders of their families decreed it. 
Under all such conditions, if husband and wife devel- 
oped affection for each other, that was so much of 
advantage to them from the combination; otherwise 
they must adapt themselves as best they could to the 
daily round of life in their common dwelling and 
throughout their family responsibilities. 

Trial marriages have been an experiment in many 
societies. They are based upon suspicion and expec- 
tation of termination, instead of upon that whole- 
hearted confidence and expectation of endurance which 
is the basis of a permanent relation. Psychologically, 
therefore, their basis is false and weak. They presented 
a crude method of testing mutual adaptation and 
affection, which to-day may be gained by visiting a 
few weeks in each other's families, by thorough prelim- 
inary discussion of problems of adjustment, and by 
consultation with a competent physician, biologist, and 
sociologist or a mature and thoughtful counsellor. 

Thus has marriage evolved by stages from biological 
matings, based on physical attraction ; to the business 
contract, based on economic relations; to the social 
contract, based on social advantage to the family, 
clan, or State ; and finally to a spiritual relationship, 
based on mutual social and intellectual interests and 
ties. Romantic love as a general experience in mar- 
riage has developed only during the past few hundred 
years. No one of these phases — the biological, 
economic, social, or spiritual — can be ignored in 
marriage to-day without disaster, as divorce records 
and daily observation show so clearly. To ignore the 
higher relationships and base marriage simply on the 
biological or material is to revert back to a lower stage 
in human development. A marriage based simply on 
physical attraction soon loses its glamour, and is as a 
house built upon the sands. The enduring ties are 
those of spiritual comradeship. It is this spiritual- 



ESTABLISHING THE HOME 15 

biological love, evolving with the personality and soul 
of man, that has inspired the great wealth of spiritual 
creations in poetry, music, drama, and painting. 

The American young woman of to-day, especially 
of the middle classes, is economically, socially, and 
religiously free to choose from among her suitors the 
one she finds most congenial and whom she really 
loves. Legislators are providing in many States for 
the woman's equal rights in marriage to her person, 
property, and children. Churches, associations, and 
parents are awakening to their responsibility in pro- 
viding natural and wholesome social opportunities for 
young men and women to become acquainted. If a 
woman does not find her ideal in the community where 
she lives, she is socially free to migrate to any part of 
the country, enter any one of a thousand occupations, 
and seek until she finds a suitable helpmeet. In this 
country, in contrast to Europe, there is an excess of 
some two million men in the population. She will find 
a large proportion of young men of her social class and 
education, whose standards and habits of life are as 
fine as Sir Galahad's, who have the economic ability 
to make a comfortable living, and who are ready to 
cooperate intelligently and whole-heartedly in home- 
making. The young man of to-day will find an in- 
creasing proportion of young women who combine 
physical charm, social gifts, intellectual comradeship, 
home-making instincts, and preparation. 

Why Homes Are Broken. In a country where divorce 
is easily obtained by either husband or wife, for serious 
cause, the proportion of divorces is an index (1) to the 
percentage of dissatisfied couples (which will always 
be considerably higher than the percentage of divorces) ; 
and (2) to the intelligence and forethought with which 
young people enter marriage. The census of 1910 esti- 
mated one marriage in twelve ending in divorce, and 
coxmted as direct parties about one half of one per 



16 THE MOTHERCRAFT MANUAL 

cent, of the population, something over three hundred 
thousand men and women, with children involved in 
about sixty per cent, of these families. The causes 
stated in the court records would, of course, be only 
those allowed in the laws as the legal grounds for 
granting a divorce. These, in the order of their fre- 
quency, were (1) desertion by the husband, (2) cruelty 
of the husband, (3) desertion by the wife, (4) non- 
support by the husband, (5) cruelty of the wife, 
(6) adultery. The most frequent real causes, as found 
by social investigation, are lack of self-control, lack 
of mutual ideals in regard to sex relations, ignorance 
of sex hygiene, use of alcohol, irresponsibility, economic 
extravagance, disagreement regarding the family in- 
come, hasty marriage after brief acquaintance. Among 
the other causes productive of discord are selfishness, 
insincerity, false pride, nagging, poor housekeeping, the 
husband's lack of economic ability ; marked differences 
in age, education, social status, religion; abnormal 
craving for social excitement; unnatural, crowded, 
unattractive homes. 

How Homes Are Made Steadfast and a Benediction. 
The fundamental requisite of family happiness is love ; 
not merely sex attraction, which may be wholly selfish, 
but love that is service, happier to give than to re- 
ceive, willing to share. In some respects similarity 
between husband and wife is important in their social 
and intellectual tastes, moral standards, religious 
faith, refinement, love of children, rate of ability to 
progress, degree of seriousness or frivolousness, ardor 
and expression of affection. These make for congenial 
daily living. In some respects complementary qualities 
are desired. If one is impatient, the other may well 
possess a degree of patience and sense of humor to 
meet this ; if one is extravagant, the other should be 
thrifty ; if one is radical, the other may well be con- 
servative, although marked extremes would always 



ESTABLISHING THE HOME 17 

clash. The degree of positiveness in the one should 
approximate that in the other; if equal, neither is 
willing to yield ; if very unequal, one domineers the 
other. These complementary traits make for balance 
of family life. The qualities that each should possess 
would include responsibility, self-control, sincerity, 
kindliness; freedom from drugs, conscientious absti- 
nence from alcohol and from vicious habits ; a degree 
of maturity and experience equal to the responsibilities 
of home-making (usually not under twenty years for 
women and twenty-one for men), love of home life 
and of children ; good health, freedom from any serious 
germ disease, a family history free from criminal tenden- 
cies, alcoholism, mental defects, tuberculosis. A gam- 
bler, spendthrift, flirt, vacillating or superficial man or 
woman, or one who is '' sowing wild oats '' has not the 
qualifications for establishing a home. The man 
should be able to earn a comfortable living, and the 
woman to administer the household efficiently and 
smoothly. Every woman should have some means of 
making her livelihood at the time she marries; it 
will greatly increase her husband's respect for her and 
be a source of confidence to herself. She usually 
cannot do better, from the economic aspect, than to 
become thoroughly skilled in phases of home-making. 

How the family income should be divided, what 
share the wife shall have for household use and for her 
personal use, is so diplomatic and acute a problem that 
it should be as sincerely and frankly discussed as all 
these other phases. 

Whether the wife should undertake work besides 
managing the home-making is a moot question. Cer- 
tainly her first responsibility is to make a home not only 
comfortable but inspiring. She needs to have such 
opportunity for relaxation, meditation, reading, per- 
sonal development, that however weary and tense her 
husband may return in the evening, she can give rest, 



18 THE MOTHERCRAFT MANUAL 

good cheer, and refreshment of spirit, because of her 
reserve of vitality, and can send him each morning 
to his work with the courage and good spirits stimulated 
by her blitheness. She needs, also, to be storing re- 
serve strength for her children. 

The location of the house greatly affects the family 
life. Ideally, it should be a separate dwelling, with a 
porch for outdoor social life, a garden where all members 
of the family have room to work and play, with rooms 
enough for individual privacy ; and it should be owned, 
not rented. 

The minimum income on which two people may 
advisably marry will depend largely upon their degree 
of adaptability, patience, and sense of humor. Ac- 
quaintance before marriage may safely be not less 
than a year and preferably two, not only for thorough 
and sincere acquaintance, but for the possibility of the 
reaction and even repulsion that is so likely to follow 
a violent case of love on short acquaintance. If love 
is too ardent, it needs this discipline of patience and 
restraint. If it is deep enough to last through the rest 
of time, it will stand the test of waiting. 

Having established their home, husband and wife 
may well cultivate their love wisely, seeing that it 
does not starve from lack of service in little thought- 
fulnesses ; that it is not surfeited by too much of sweet- 
ness or selfish expression; that it is protected by 
residence separate from relatives, friends, strangers; 
that both have individual social life and friends and 
pursuits so that they do not become wearisome to 
each other ; that they busy themselves in some mutual 
objective interest — social welfare, club, lodge work or 
a reading course. The few minutes spent together 
each day in gaining inspiration, either in religious wor- 
ship, or reading from some great book, or singing noble 
songs, will do much to keep the family life harmonious 
and to reduce the petty frictions. It is well to agree 



ESTABLISHING THE HOME 19 

on the first day — and carry through the agreement — 
that if misunderstanding or the least suspicion arises, 
it shall be frankly and thoroughly faced, discussed, 
and eliminated, remembering that it is *' the little 
rift within the lute '' that silences the music. Then, 
as the poet sings : 

" Through the long years liker must they grow, 
The man be more of woman, she of man ; 
He gain in sweetness and in moral height, 
Nor lose the wrestling thews that throw the world, 
She, mental breadth, nor fail in childward care, 
Nor lose the childlike in the larger mind ; 
Until at last she set herself to man 
Like perfect music unto noble words." 






CHAPTER III 

FINDING THE MEANS FOR MOTHERCRAFT 

" Efficient housekeeping is the beginning of good citizenship." 
— Professor Martha Van Rensselaer. 

The Budget. Many young people hesitate to marry 
on a modest income, either through confessed inabihty 
to manage a small budget, or an unwillingness to begin 
humbly and live simply. Many mothers are sorely 
perplexed over the problem of finding time and energy 
from their household work for the education of and 
play with their children. Parents are perplexed over 
how to provide for and educate more than one or .two 
children in what they consider a fitting manner. 

Efficiency Methods. The whole complexity may be 
reduced to definite problems of philosophy, scientific 
efficiency, physics, and mathematics. The first step 
is to appreciate the relative value of life and of things, 
of genuine simplicity and vulgar show; of educating 
the children to share, to carry responsibility, to be self- 
reliant, or to be selfish, dependent, luxury-loving. 

Second, all the labor-saving machinery in the world 
will but slightly reduce the output of time and energy 
in the household work unless the worker will apply her 
mind to the problem, adapt herself to new ways of 
performing a piece of work, and be willing to think. 

Third, the individual problem must be studied. 
Have a regular monthly session to analyze seriously, 
with pencil and paper, the household situation, and to 
question every process of work and every expenditure. 

20 



FINDING THE MEANS FOR MOTHERCRAFT 21 

Can the household regime be made simpler yet socially 
efficient? Where is there waste of energy, time, 
materials, income? How can the accumulation of 
^dirt and dust be reduced ? How can dishwashing and 
laundry work be reduced? How can time spent in 
cooking be decreased ? How could any work be done 
in a less tiring position? Where could there be a 
reduction in the number of steps, trips, arm move- 
ments, duplications of work, arranging which requires 
later disarrangement? Where could pipes, drains, 
hose lines, faucets, pulleys, speaking tubes, signals, 
I or other simple mechanical devices reduce time and 
I labor ? What work could be done by a part-time helper 
> at an hourly or daily rate? What is the difference in 
I cost between food cooked at home or purchased al- 
I ready cooked ? What has been the loss from food 
^; wasted, spoiled, thrown away, improperly cooked? 
i Could any foods be purchased directly from the pro- 
I ducer, with a saving of cost? Are the dealers sending 
f honest measures and correct bills? How could a reduc- 
l tion be made in the cost of fuel or of lighting? 

Domestic engineers, housekeeping experiment 
' stations, household efficiency laboratories already 
• exist, but they are so new that the terms are not yet 

1^ quite familiar. It may prove a great saving of time 
and energy to consult one of the new domestic engineers, 
whose business it is to analyze a kitchen or a house or a 
H family budget, plan its rearrangement for economy of 
j time, energy, and money, recommend labor-saving 
1. machinery, or organize a system of routine. 
I Fourth, begin at once to put efficiency principles 
f into practice in the household work. Do not dawdle 
j or potter over work. Analyze the work of the house- 
I hold into units, for example, preparation of breakfast, 
I laying and clearing the dining table, care of a bedroom, 
«f washing the dishes. Specify the maximum amount 
of time each unit is worth, then see how this can be 



22 THE MOTHERCRAFT MANUAL 

reduced, using the fewest arm motions and least 
walking. 

Saving Time and Energy. Learn to plan and or- 
ganize work. Have a monthly, weekly, and daily 
schedule of work. It will often be necessary to vary 
this, but a well-planned schedule will nevertheless 
reduce the time otherwise wasted in unnecessary du- 
plication and without definite purpose. " A stitch in 
time saves nine.'' This applies to sanitation, plumb- 
ing, cleaning, gardening, colds, and sore throats, as 
well as to socks and frocks. 

Study how to eliminate useless motions. Make 
exact studies, using a watch and a record pad. Ob- 
serve how many trips were made in laying the table, 
and the length of time required. Discover ways of 
reducing this by half, through use of a tray, more con- 
venient arrangement of supplies, fewer dishes, simpler 
service. Make similar studies with other processes, 
such as cleaning a room, or preparing a meal. 

In an ordinary household, preparation of breakfast 
for a family of five persons should not require more 
than half an hour ; lunch from twenty minutes to an 
hour; dinner from half an hour to two hours. The 
daily care of a bedroom should be completed in ten to 
twenty minutes. Washing of dishes, clearing of 
dining room and kitchen, should be finished in from 
twenty to sixty minutes after a meal. The weekly 
washing for such a family should be completed in 
four to six hours, and likewise the ironing. Five hours 
a week is enough to spend in baking, and only two 
should be necessary if bread is not made. 

Make out the menus for a whole week, revising daily 
as necessary. This will assure better-balanced menus, 
more variety, economy of time and money in market- 
ing, and will prevent the worry of unpreparedness. In 
marketing, purchase a two or four months' supply of 
§uch staples as can be bought and stored advan- 



FINDING THE MEANS FOR MOTHERCRAFT 23 

tageously. Have a regular day weekly to inspect 
supplies and order staples. Have two or three regular 
days a week for purchasing fresh vegetables, fruits, 
meats. 

The general architectural plan of a house, finish of 
walls and floors, construction of windows, doors, 
wainscoting, corners, mopboards, can make hours of 
difference in the week's labor. Even when the general 
architecture cannot be altered, the floors may be im- 
proved. Carpeted or waxed floors are the most dif- 
ficult to care for, while those painted or oiled are easiest. 
Useless bric-a-brac, carved and ornate furniture, all 
are dust and germ holders, and consume an extrav- 
agant amount of time for their care. For every un- 
necessary and useless piece of furniture, drapery, or 

! utensil, the housekeeper must pay a tax of time and 
strength in handling. The Japanese have learned the 

,' beauty of simplicity in house furnishing. 

Rearrange the plan of the kitchen until supplies, 
utensils, stove, water, sink are so placed that there 
are fewest steps and motions, and it is as convenient 
as an apartment house kitchenette. Tables, sinks, 
and ironing boards adjusted to the height of the worker 

, will economize energy. A low stool to stand upon will 
reduce the height of work tables ; a detached wooden 
frame or block on top of a low kitchen table or sink will 
often give the desired height without stooping. A 

j cushioned stool or chair to sit upon while doing sta- 
tionary work, or a soft rug under feet while standing, 

(all add to comfort. 

I Electricity is the housekeeper's man-of-all-work. 

fit can heat, light, cook, supply the energy for the 

t vacuum cleaner, washing machine, wringer, dish- 

I washer. In some communities it is now furnished at a 

(sufficiently low rate for such general use, and other 
communities can have the same low rates whenever 
the housekeepers organize and demand it. 



24 THE MOTHERCRAFT MANUAL 

Simple cooking is more digestible, nourishing, 
economical of labor, and, to a natural appetite, more 
appetizing. The most valuable part of potatoes and 
apples is next the skin, the removal of which before 
cooking is wasteful of time and materials. A coal 
stove is an enormous consumer of time and energy. 
An alcohol stove furnishes the cleanest method of 
cooking, quite practicable, with a fireless cooker 
and steam cooker, for a small family. Next in con- 
venience, and more economical, are the gas or oil vapor 
stoves. A good fireless cooker vastly reduces the time 
required in the kitchen, and cuts the fuel bill in half. 

In serving meals, labor is saved by using a tray, or 
better still a wheeled tray with several shelves, which 
may be drawn up to the table to hold the additional 
courses and the soiled dishes as removed. A special 
tray that will fit the cupboard shelf, to hold the con- 
stant accessories, will save handling. 

Dishwashing is an ever-recurring, three-times-a- 
day problem. There are several fairly good dish- 
washing machines now on the market, both electric 
and hand-power. If dishes must be washed in the 
old-fashioned way, engineering efficiency can be put 
into it. After washing, scald the china in a wire basket 
such as business offices use for holding letters, and 
leave to dry without wiping, then place directly on 
trays to take to the table instead of placing on shelves 
only to take down again. In times of stress or of 
picnic spirit, papier-mache or wooden dishes will save 
time. 

For cleaning have a vacuum cleaner, carpet sweeper, 
hair floor brush, dustless mop, dustless dusters or 
cheesecloth dampened with kerosene, wax oil or 
furniture polish. It takes an hour or two after sweep- 
ing for dust to settle ; this interval should be allowed 
before dusting furniture. 

If good laundries, guiltless of injurious chemicals 



FINDING THE MEANS FOR MOTHERCRAFT 25 

and extravagant rates, are not available in the locality, 
a cooperative laundry providing these features may be 
organized and conducted by the women of the com- 
munity, as in many places in Wisconsin. If laundry 
work must be done at home, an equipment of a good 
washing machine or even a hand vacuum washer, a 
wringer, stationary tubs, hose lines, running hot and 
cold water, with sewer connection for waste, greatly 
reduce the time and energy cost. A cold mangle or 
one heated by gas or charcoal costs but a few dollars 
and reduces by about seventy-five per cent, the labor 
of ironing flat work. Gas or electric irons are in- 
expensive and energy saving. Necessary laundry 
work may be greatly minimized by providing silk or 
cotton crepon for underwear and dresses, seersucker for 
jchildren's rompers, dresses, and aprons, with doilies 
(OF paper napkins in place of tablecloth, at least for 
breakfast and lunch, and paper towels for kitchen 
and bathroom. 

! The physical and mental condition of the worker 

[is a very considerable factor in time and energy cost. 

Work attempted when one is fatigued, nervous, or 

tense consumes vastly more energy and time. Learn 

to relax at intervals; especially lie down for a few 

fminutes about midday. " Never stand when you can 

sit; never sit when you can lie down." If becoming 

nervous or tense, relax completely, and take long, 

slow, deep breaths of fresh air. Stand with the 

I weight on the balls of the feet, head erect and chest 

expanded. Keep the house air in winter at efficiency 

point : between 65° F. and 68° F. in temperature, and 

; sufficiently humid by well-filled water pans in furnace 

j pipe or by large open dishes of water in room, and with 

j a constant intake of fresh outside air. 

j Making the Most of the Family Income. Analyze 

the family income and spend it on paper many times 

, before spending it over the counter. Train the family 



1 

26 THE MOTHERCRAFT MANUAL | 

to spend less than is planned, rather than more. 
Ordinarily, for incomes up to three thousand dollars, 
the following is considered by economists a wise dis- 
tribution, in a family with three children: 



Rent 20% 

Food 25% 

Operating expenses (heat, light, repairs, labor, supplies) 15% 

Clothing 20% 

Education, recreation, health, saving 15-20% 



Personal ordering and selection of supplies, paying 
cash and keeping accounts, will furnish the greates^t 
values for expenditures. Accurate scales and measures 
in the kitchen, with occasional tests of supplies sent, 
will check errors or dishonesty of marketmen. Cost of 
supplies may be reduced by keeping posted on market 
prices ; buying in wholesale quantities where possible, 
in cooperation with other housekeepers ; buying directly 
from the producer wherever possible; knowing the 
reliable grades and brands of package goods. A 
knowledge of the values of common foods and their 
comparative cost for equivalent food value is indispen- 
sable for efficiency. A reasonable allowance is two 
dollars to two dollars and a half a week for food supplies 
for each person. An ample quantity (eighteen hundred 
to two thousand calories a day) of nourishing food of 
limited variety can be purchased for one dollar a week. 
Luxuries should be had on a four dollar weekly allow- 
ance per person. 

The following table can be expanded by any house- 
keeper. Forother food stuffs : Note calories per pound. 
(Given in Government Bulletin Number 28 or Rose's 
Laboratory Manual in Dietetics.) To find the number 
of calories for one cent, divide calories per pound by 
cost per pound. Fruits and green vegetables, although 



FINDING THE MEANS FOR MOTHERCRAFT 



27 



iumishing few calories for one cent, are needed each 
day, for their vitamines, acids, and minerals. 

Comparative Caloric Food Values and Cost 



Food 



Calories 






PER 

Pound 


Cost per 
Pound 


1803 


4 cents 


1613 


4 ' 




1612 


8 ' 




1174 


6 ' 




378 


2 ' 




675 


9 ' 




660 


10 ' 




1084 


18 " 




1600 


33 ' 




922 


20 ' 




957 


28 ' 




672 


21 ' 




128 


7 ' 




289 


25 " 



Calories 

FOR 

One Cent 



^Oatmeal 

Corn meal . . . . 

Dried peas . . . . 

White bread . . . . 

.Potatoes 

; Milk, per qt. . . . 

Rice 

c Flank steak . . . . 

Shredded wheat . . 

Salmon 

^ Sirloin 

' Eggs (28 cents a doz.) 
I Flounder 

Chicken 



451 

400 

201 

196 

189 

75 

66 

60 

48 

46 

34 

32 

20 

12 



Locating the Home. Life in the open country, town, 
or suburb reduces the cost of living, as compared with 
the city, (a) by reducing the stimulation and excitement 
of daily life, and their energy cost; (b) reducing the 
temptations to extravagant and frivolous expenditure 
of money; (c) furnishing better air and more out- 
door living, thus increasing the quality of life besides 
decreasing expenditures for illness; (d) providing a 
porch and yard where children may play in sight of 
mother at work, and where the family may find social 
life ; (e) providing space for garden and poultry, whose 
care is healthful exercise, and whose products may re- 
duce the expenditure for food. By purchasing staples 
at wholesale and organizing a cooperative marketing 
group for fruits and vegetables, as wide a variety and 



28 THE MOTHERCRAFT MANUAL 

as low a cost of food is possible as under most favorable 
city conditions. The provision of rural traveling 
libraries, art exhibits, educational picture films, the 
use of the schoolhouse as a social center, the improve- 
ment of education in the rural and suburban school 
with its ideal natural environment, all are part of that 
larger home-making for which every mother and father 
should feel a responsibility. 

The Value of Life and of Things. '' The things that 
are seen are temporal ; the things that are not seen are 
eternal.'' Do not mistake the means for the end in 
housekeeping. Orderliness, immaculate linen, gar- 
nished rooms are means. Good cheer, patience, kindli- 
ness, reserve force, poise are of vastly greater value. 
Often it is necessary to choose between the two. 
Cherish simplicity, beauty, courtesy, rather than con- 
ventionality, aping of passing modes, vulgar show, 
and ostentation in the house, equipment, household 
service, the clothing of the family. Train every mem- 
ber of the family to be responsible for the care of his 
own belongings and to wait upon himself as his share 
in social cooperation. 

Let the children from toddling time help in the 
household duties and chores. It will be for their 
guardians a good training in patience, adaptability, 
and sympathy. What if their work is crude, with 
many mistakes and mishaps? They are learning 
motor coordinations, manual dexterity, a knowledge 
of homely routine, the meaning of labor and service, 
the joy of workmanship and creation, the satisfaction 
of self-reliance, the happiness of intimate comradeship 
with mother and father. Their character development 
is the great consideration, not the materials they are 
handling or the petty work they are accomplishing. 



CHAPTER IV 

FOUNDING A FAMILY 

" The business of life is the transmission of the sacred torch of 
heredity undimmed to future generations. This is the most 
precious of all worths and values in the world." 

— G. Stanley Hall. 

" The young people of the next and all succeeding generations 
must be taught the supreme sanctity of parenthood — that the 
highest profession and privilege they can aspire to is responsible 
fatherhood and motherhood." 

— C. W. Saleeby. 

Solicitude for the Child as a Factor in Social Progress. 

The eugenic education of children is the real begin- 
ning. Parents can give to the little children in the 
home true ideals of parenthood, wholesome respect for 
maternity and paternity, training in the control of 
desires and appetites, a controlling sense of their per- 
sonal and social responsibility, and true instruction 
regarding the origin and creation of life. 

So to live that their children shall be strong and 
happy is a motive that a child can appreciate, and it 
can become the most powerful incentive for hygienic 
living, for industry, education, for social purity that 
is positive — noble in thought as well as restrictive 
in action. Trained thus through childhood, boys and 
girls will be prepared to meet with high-mindedness 
and moral stamina the storm and stress of adolescence ; 
their ideals of sweetheart and lover will have a whole- 
some eugenic prejudice, and they will be prepared 

29 



30 THE MOTHERCRAFT MANUAL 

to discuss with dignity, scientific spirit, and reverence 
this significant phase of their future home fife. 

There is no essential contradiction between romantic 
love and eugenics. Indeed, sincere, deep and enduring 
love of parents for each other and for their children is 
an essential in a eugenic ideal. A young woman knows 
a hundred young men, but is in love with only one (or 
possibly none) because the others do not embody the 
ideal that she has fashioned. Every young man and 
woman has such an ideal, perhaps only vaguely defined 
but certainly felt, with which they are in love, for which 
they search, and with which they sometimes invest an 
acquaintance only to discover later their illusion. This 
ideal is composed of the most alluring qualities and 
personalities they have known. 

What young man would be likely to fall in love with 
a girl, however pretty, even charming, whom he 
knew could be the mother only of sickly, peevish, 
stupid children to inherit his name and perpetuate 
his family, or who would refuse to assume the burden 
of motherhood? What normal young woman would 
be attracted by any *' fairy prince '', however romantic, 
wealthy, handsome, if she were aware that his children, 
should he have any, would be doomed to early death, 
weakness, or imbecility, and that she herself would be 
made a sufferer for life? The widespread tendency 
of young men and women of to-day to include beauty, 
vitality, and abihty in their romantic ideal is itself suf- 
ficient evidence. Young men and women are generally 
too well balanced to marry simply from eugenic con- 
sideration without romantic love, although this is less 
reprehensible than marriage simply for title or liveli- 
hood, for social distinction, or personal creature comfort 
without consideration for either eugenics or romantic 
love. The prayer of Hector, as he lifted his little child 
in his arms in the tower of Troy, while the battle raged 
without the walls, is the prayer of the parent heart 



FOUNDING A FAMILY 81 

everywhere, that the child shall be nobler and greater 
than the father. 

The normal biological life for every man and woman 
is parenthood. The normal social relation between 
parents is mutual, abiding love. Only through the 
development of such a love has humanity evolved from 
the materialistic, individualistic stage of the animal 
to even the present stage of spiritual life and social 
relationships. 

It is mutual solicitude for the child that places the 
biological relations of men and women on a wholesome, 
ethical, and spiritual plane. Historically, marriage 
and monogamy are the result of children. The social 
stigma upon illegitimacy is not artificial or unreason- 
able. It is the deep appreciation by the social expe- 
rience of humanity that parental responsibility and 
solicitude is at the very foundation of society ; that the 
selfish, reckless use of this creative power, or a cuckoo- 
like disregard for the child's life, is undermining to 
society as well as to the character of the man, the 
woman, and their child. The far-sighted perceive, too, 
that the undermining influence of physical relations 
without spiritual purpose, of individualism that ignores 
social responsibilities, of blind, unreasoning following of 
any impulse, in this, as in any phase of life, is quite as 
destructive to the man, the woman, and society, even 
without the penalty of the unwelcome child; that 
usually the man is more blameworthy than the woman ; 
that both are often the victims of ignorance, lack of 
ideals, and of early training in responsibility and self- 
control ; and that similar selfish lack of solicitude for 
their child is equally reprehensible within and without 
marriage. 

The child is the equal creation, responsibility, and 
satisfaction of both father and mother. The parent 
who willingly shirks the responsibility for the care of 
his or her own child is a coward, if not a knave or a 



32 THE MOTHERCRAFT MANUAL 

defective. The father who would voluntarily forego 
his share in the care and companionship of his child, or 
the mother who would demand this, are equally lack- 
ing in parental instinct. 

Celibacy, marriage without love, parenthood with- 
out marriage, are equally undesirable. But if cir- 
cumstances require a choice, celibacy is less miserable 
for the individual and less detrimental to society. It 
is part of the great social responsibility of parents and 
social administrators to remove the causes of celibacy 
by: 

1. Providing academic, social, and moral education 
that prepares young men and women for congenial 
companionship and for home-making ; 

2. Making provision for wholesome recreational 
opportunities and acquaintance, for young men and 
women of similar intellectual and social interests ; 

3. Affording the economic opportunity for a family 
income for young men by their early twenties, through 
vocational training, regulation of the cost of commod- 
ities, direction of labor conditions ; 

4. Abolishing war, that fiendish Minotaur that not 
only interferes with Nature's provision of an equal 
number of men and women in any generation, but that, 
more serious still, devours the ablest and strongest of 
the young men, depriving millions of women of their 
husbands and their children. 

The Meaning and Significance of Eugenics. Eugenics, 
as defined by Sir Francis Galton, is '' the science which 
deals with all influences that improve the inborn quali- 
ties of a race and that develop these to their utmost 
advantage.^' Wise men in former ages have perceived 
something of its possibilities. 

Positive eugenics is concerned with whatever will 
enhance the inborn qualities of a new generation, 
therefore with social conditions that promote the mating 
of the physically^ mentally, and morally able; with 



FOUNDING A FAMILY 33 

conditions that improve the quaUty of the germ cells 
in the individual ; with ideals that develop self-control 
and the spiritualizing of the instinct of race preserva- 
tion. 

Negative eugenics is concerned with the elimination 
of hereditary diseases and defects ; with the prevention 
or correction of diseases, defects, poisons, and prac- 
tices in the parent that have a harmful effect upon the 
germ cells and the unborn child ; with the elimination 
of social and moral conditions that endanger the life or 
handicap the progress of unborn generations. 

Genetics, the study of the laws of heredity, is the 
biological foundation of the science of eugenics ; ethics 
and religion are the basis of practical eugenics. 

In the past century great impetus was given to 
eugenic research and ideals by Sir Francis Galton, a 
cousin of Charles Darwin. Galton, indeed, coined the 
word " eugenics '' from two Greek words meaning 
^' well-born.'' To quote from Galton's own writings : 

" Man is gifted with pity and other kindly feelings ; 
he has also the power of preventing many kinds of 
suffering. I can conceive it to be within his power to 
replace Natural Selection by other processes that are 
more merciful and not less effective. This is precisely 
the aim of eugenics. Its first object is to check the 
birthrate of the unfit, instead of allowing them to come 
into being, though doomed in large numbers to perish 
prematurely. The second object is the improvement 
of the race by furthering the productivity of the most 
fit by early marriages and healthful rearing of their 
children. Natural Selection rests upon excessive pro- 
duction and wholesale destruction ; eugenics on bring- 
ing into the world no more individuals than can be 
properly cared for and those only the best stock.'' 

Galton devoted his time and his fortune to the in- 
vestigation of these principles and the propaganda of 
eugenic ideals. He made extensive studies of family 



S4 THE MOTHERCRAFT MANUAL 

histories, especially to ascertain what evidence they 
gave of the inheritance of physical, mental, and moral 
traits. He organized the Eugenics Education Society, 
whose leaders include eminent scientists, sociologists, 
physicians, educators, and under whose auspices the 
First International Eugenics Congress was held in 
London in 1912. 

Present Knowledge of Heredity. More has been 
learned about heredity in the past quarter century 
than in all previous history. Through the inspiration 
of Galton, extensive studies have been made of family 
histories in many countries, and not only has the 
certainty of inheritance been established, but some of 
the laws of heredity have been formulated. Through 
the laboratory studies made possible by the improve- 
ments in the compound microscope, important dis- 
coveries have been made of the physiological processes 
and the mechanism by which characteristics are in- 
herited. This is the summary of our present knowl- 
edge : 

Physical and mental characteristics are inherited. 

Inheritance is of definite traits, such as eye color, 
height, musical genius, high or low resistance to a 
germ disease, for example, tuberculosis. Research 
work in genetics is at the present time especially con- 
cerned with discovering what are the unit characters 
and how each is transmitted. 

Special cells, called germ cells, are the carriers of 
heredity; these contain the determining factors for 
physical and mental characteristics. These, like all 
the other cells of the body, are microscopic in size. 
The body of the individual is the temple in which the 
sacred cells of the race are protected. 

Inheritance is not directly from the parent but from 
the germ cells, which may carry characteristics not 
found in the parent but in some of the other ancestors. 
An individual does not inherit what his parents are 



FOUNDING A FAMILY 85 

but what is in the two germ cells, one from the mother, 
one from the father, that unite to form that individual. 

With the union of the two germ cells the inborn 
characteristics of the individual are determined, '' the 
gate of gifts is closed." Environment and training 
may increase the strength, or minimize the force of 
inborn characteristics, or even suppress some of them, 
but it cannot add to them, or increase their force beyond 
their inherent limitations. 

Some few characteristics are inherited only through 
the mother, or only through the father, or are trans- 
mitted only to the sons or only to the daughters; 
most characteristics are not thus limited, but may be 
transmitted by either parent to either son or daughter. 

Acquired characteristics are not inherited. If a 
man loses his hand in an accident, his descendants 
cannot inherit one-handedness ; if he masters a for- 
eign tongue, his descendants cannot inherit his knowl- 
edge of that language. 

No disease germ is inherited, in the genetic sense of 
being conveyed in the special germ cells. A child may 
be infected with a disease before its birth ; this is not, 
strictly speaking, heredity but congenital (or prenatal) 
infection. Tuberculosis is sometimes thus conveyed 
from the mother, and syphilis very frequently when 
either the mother or the father has this disease even in 
latent form. What may be inherited is a tendency 
toward a disease, a weakness of specific organs or 
tissues, a lack of resistance to a specific disease. 

Variations sometimes appear apparently sponta- 
neously, as the result of some accident to the germ 
plasm, or an unusual combination in the two germ cells ; 
such variations may be inherited. 

Some characteristics are apparently persistent, and 
in the process of inheritance tend to predominate over 
their complementary characteristics. The former are 
called dominant^ the latter recessive characteristics, 



36 THE MOTHERCRAFT MANUAL 

The law by which dominant and recessive traits are 
inherited was first formulated by Mendel, an Austrian 
monk, less than half a century ago. Biological re- 
search is being devoted at present to discovering what 
traits of human significance are subject to this Mende- 
lian law, as it is called. 

A characteristic found in both parents, or in both 
families, has a double possibility of appearing in their 
descendants, and some mental defects and abilities tend 
to appear with greater force and at an earlier age, in 
the descendants. 

Every individual is born with all the germ cells he 
will ever possess. 

These germ cells are highly susceptible to poisons in 
the circulation, especially to : 

(1) alcohol, even in dilute quantities, 

(2) fatigue poisons, 

(3) opium, morphine, and similar drugs, 

(4) lead and other poisonous metals, 

(5) lack of nutrition due to anemic condition of the 
body. 

If a germ cell is thus affected by poison at the time 
of the uniting of two cells, or during the subsequent 
developm.ent, the child is especially liable to : 

(a) serious injury resulting in death before birth ; 

(b) low vitality resulting in death within a year after 
birth ; 

(c) defective development resulting in physical de- 
formity or in mental defect, such as feeble-mindedness 
or idiocy. 

If either parent is infected with syphilis, the germs 
most frequently attack the developing child and cause 
death before birth or during the first year ; or the germs 
may attack any tissues, crippling, producing deformi- 
ties, deafness, blindness, idiocy, manifest either at birth 
or later in life. If either parent is infected with gonor- 
rhea, the eyes of the child will probably be infected at 



FOUNDING A FAMILY 37 

birth, and blindness prevented only by immediate use 
of silver nitrate solution ; or the mother may be made 
incapable of having a child. 

Fitness for Parenthood. Even the minimum qual- 
ifications for parenthood are various. For the fullest 
welfare of the child the following qualifications are 
essential : 

Spiritual : a sense of the responsibility of parenthood, 
love of children ; love of harmony and mutual agree- 
ment between parents; self-control, unselfishness, pa- 
tience. 

Social : legal marriage, good moral character. 

Economic: marketable skill, energy, adaptability; 
ability of father to earn a comfortable living, potential 
ability of mother to earn a living, ability to use income 
economically. 

Mental : Maturity, experience, judgment to con- 
duct one's share of the family and household respon- 
sibility, ability to learn ; for the mother, knowledge of 
at least the elements of hygiene, child-care and train- 
ing, some experience in caring for little children. 

Physical : physical and mental soundness ; sound 
heredity, especially freedom from neuropathic taint, 
alcoholism, tuberculosis, venereal disease (syphilis or 
gonorrhea) ; freedom from poisons of alcohol, fatigue, 
worry, overwork; mother not less than twenty or 
more than forty-five ; father not less than twenty, pref- 
erably past twenty-four ; maximum vitality and phys- 
ical energy. 

Blood tests recently discovered make possible the 
diagnosis of tuberculosis and venereal disease in the 
system, even when no symptoms are obvious. It is 
estimated that about twenty to thirty per cent, of 
cases of venereal disease are innocently acquired, 
through public drinking cups, towels, lavatories, toilets, 
or by infection of the husband or wife after marriage. 
Infection is usually acquired through sex immorality. 



38 THE MOTHERCRAFT MANUAL 

The certainty of a cure can never be made absolute; 
the probability requires years of persistent treatment 
by a responsible physician, not a quack. The man 
who has ''sown his wild oats'' has verily sold his 
birthright for a mess of pottage, and is most liable to 
have acquired one of these loathsome diseases, habits 
of drinking, and of self-indulgence. It is dangerous to 
his wife and children for him to become a father until 
all of these have been overcome. A woman who con- 
templates marrying such a man to reform him is 
inviting disease and destruction upon herself and her 
children. 

Some individuals should never become parents be- 
cause they carry so serious an hereditary taint which 
some of their children would probably inherit and 
carry on. This includes individuals afflicted with the 
following : 

Neuropathic taint: feeble-mindedness, idiocy, in- 
sanity, mania, epilepsy, hysteria, chorea, sex perversion, 
alcoholism 

Syphilis 

Tuberculosis 

Deaf-mutism 

Otosclerosis (hardness of hearing due to rigid ear- 
drum) 

Catarrhal deafness 

Retinitis (progressive degeneration of retina and 
atrophy of optic nerve, producing blindness) 

Albinism (absence of coloring in hair and eyes) 

Inherent lack of physical energy ; pauperism 

If an individual with a family history that includes 
one of these taints in hereditary form should marry an 
individual having a family history with the same taint, 
some of their children would probably be afflicted with 
the taint, and others of them would carry it on. Mar- 
riage of blood relations, such as cousins, is subject to 



FOUNDING A FAMILY 39 

this law; it is eugenically permissible, provided the 
same hereditary defect does not appear in both family 
histories. 

The mxost advantageous years for parenthood, for the 
welfare of the children, are between twenty or twenty- 
five and forty years of age for the mother and past 
twenty-five years for the father. An interval of two 
or three years should elapse between the children, to 
give ample opportunity for the mother to gain reserve 
vitality and to care adequately for each child. 

On the average, four children to a family are required 
merely to maintain a constant population ; families in 
which the average is less than this are in danger of 
extinction. 

As soon as its far-reaching significance to themselves 
and to their children is generally perceived by parents 
and young people, men and women who genuinely 
love each other will voluntarily give and absolutely 
require a medical certificate before marriage. Be- 
fore undertaking the responsibility of parenthood, 
both mother and father should put themselves into the 
best possible physical and spiritual condition, and if 
necessary, go through as thorough a course of training 
as that of any aspirant for an athletic prize or of any 
priest for a great spiritual work. The Vedas, the 
sacred books of the Hindoos, contained special prayers 
for those about to assume this creative work. 

Nature has provided one effective, safe, and ethical 
method of limiting the birth rate in the family, a 
method that is entirely in the control of parents. This 
method is abstinence, except for the end to which nature 
implanted this instinct, — the creation of a new life. 
It is conducive to the welfare of the children. This is 
in no wise harmful to the physical, mental, social, or 
spiritual well-being of men and women, if both are 
temperamentally adapted to each other, mutually 
agreed, and thoroughly honest with each other ; if they 



40 THE MOTHERCRAFT MANUAL 

have learned to transmute this instinct and energy to 
other activities; and if their recreations, personal hy- 
giene, and adjustment of daily living are normal and 
wholesome, not artificially stimulating. 

In conclusion, to quote from two English writers; 

" By no other means than the realization of the ideal 
that every new baby shall be loved and desired in 
anticipation — an ideal that is perfectly practicable — 
can the black stain of child murder and child torture 
and neglect be removed from our civilization/' 

— Saleeby. 

" Hitherto the development of our race has been 
unconscious, and we have been allowed no responsibility 
for its right course. Now in the fullness of time we 
are treated as children no more, and the conscious 
fashioning of the human race is given into our hands. 
Let us put away childish things, stand up with open 
eyes, and face our responsibilities/' 

— Whetham, 






CHAPTER V 

GROWTH AND DEVELOPMENT 

" The child should know no other endeavor but to be at every 
stage of development wholly what this stage calls for. Then 
will each successive stage spring like a new shoot from a healthy 
bud ; and at each successive stage he will with the same endeavor 
again accomplish the requirements of this stage ; for only the 
adequate development of man at each preceding stage can effect 
and bring about adequate development at each succeeding later 
stage." _F. Froebel. 

Children do not grow and develop by any haphazard 
process. Too often parents have had so little, either 
of first-hand acquaintance with other children, rec- 
ollection of their own childhood, or knowledge of the 
literature of child-study, that they have fumbled in 
the dark, misunderstanding and experimenting on their 
own children, without either standards for comparison 
or principles for guidance. 

There is a wealth of material, both technical and 
popular, available in this '' century of the child.'' 
The impetus given to the study of the child by 
Pestalozzi and Froebel a century ago has gained in- 
creasing momentum in Europe and America. Some 
investigators have made laborious studies of large 
numbers of children to ascertain average rates and 
factors of growth or development of some part of the 
body or some phase of spirit. Others have made 
painstaking, intensive studies of individual children 
and have reported the characteristics observed at 
different ages. 

41 



42 THE MOTHERCRAFT MANUAL 

The outlines, main features, and basal principles are 
already defined. A knowledge of these is as essential 
to the intelligent worker with children as a knowledge 
of the processes of plant growth and development to 
the intelligent agriculturist. Many blanks and gaps in 
our knowledge of child development are yet to be filled. 
The father, mother, teacher who is sympathetic with 
child nature, who has the scientific mind for accuracy, 
definiteness and persistence of observation, has an 
opportunity to contribute to the common fund of 
knowledge of child life by making original observations 
of the child in the home. Hitherto most of the pub- 
lished studies, both of groups and of individuals, have 
been made by men. Doctor G. Stanley Hall has been 
the pioneer leader and chief inspirer of the child-study 
movement in America. Doctor John Dewey's con- 
tributions and inspirations have been both profound 
and extensive. Madame Montessori is the one woman 
who has made large contributions. 

It should be noted that a science of child-study and 
development was not possible until the idea of evolu- 
tion became known and appreciated. Froebel sensed 
this evolution, as will be noted in reading his '' Educa- 
tion of Man'', which was published a quarter of a 
century before Darwin's '' Origin of Species." 

This phase of psychology — tracing the stages of 
mental development as an organic process from its 
simple beginnings in the individual or the race to its 
maturity in adulthood of the individual or civilization 
of the race — is the field of genetic psychology. 

The intelligent worker with children in the home 
must be acquainted with what is normal and usual at 
any stage, in child anatomy, physiology, and psy- 
chology. Only with such knowledge is it possible to 
make intelligent observations of the development of 
the individual child, and to supply a normal environ- 
ment and guidance suited to his stage of development. 



^™^Qn/-»n irini 



GROWTH AND DEVELOPMENT 



48 



Such knowledge and preparation can be acquired only- 
through study of the literature of child psychology, 
and through intensive, first-hand acquaintance with 
children. 

It requires about twenty-five years for nature to 
bring a human individual from birth to physiological 
maturity. In the nine months before birth the growth 
and development is very rapid. All the organs are 
formed, but their development at birth is immature, 
especially the development of the nervous system. 
What is accomplished in these years? 

From Birth to Matiirity 



Total weight increases from 16 to 22 


Length of body 


3 fold 


Size of muscles 


37 " 


Size of lungs 


18 " 


Size of heart ' 


13 " 


Size of brain 


3 " 


Weight of arm 


4 " 


Weight of leg 


5 " 



Note the great differences in increase of different parts 
t of the body. 



At Birth 

stomach undeveloped 

Few digestive juices 

No provision for digesting 
starch until 8 or 9 months; 
fats (except cream) ; protein 
(except curds of milk) ; solid 
food 

No teeth cut 

Sense organs: 
velopment, 
and hearing 

Reproductive system rudimen- 
tary 

Nerve cells undeveloped 

Few association fibers formed 



incomplete de- 
especially sight 



At Maturity (25 years) 

Complete digestive development 
All 

Digestion of all food elements, 
including solids 



Two sets of teeth cut 
Senses fully developed 
Fine sense discrimination 

Reproductive system mature 

Nervous system complex and 
developed 



44 THE MOTHERCRAFT MANUAL 

Medullary sheath not formed 

Motor ability limited to cry- Motor coordination of all mus- 
ing, grasping, reflex move- cles, including accessory eye 
ments of arms and legs and finger muscles 
Mental ability limited to few Concentration, imagination, 
vague, unlocated sensations, judgment, speech, all well 
slight motor memory developed 
Language only a cry or instinc- Fluent use of language 
tive movements of head, 
arms, legs 
Emotions limited to slight Wide range of emotions, po- 
pleasure-pain ; no control tentially controlled and ex- 
pressed 
Volition rudimentary Will power to achieve any pur- 
pose 
Social, moral, religious instincts Sense of law and property rights 
undeveloped Social cooperation 

Moral standards, judgments, 

and habits 
Religious feeling and action 

After twenty-five years there is sometimes a slight 
increase in height and weight; plasticity is slight; 
new habits are not readily formed; new ideas not 
readily accepted. The nervous system is capable of 
continued development. Ajl 

There are a few foundation facts and principles 
that should be summarized before taking up in detail 
the stages of growth and development. 

The child is not a small edition of an adult. His 
anatomical proportions, his physiological processes, 
his ways of thought and of thinking, his motives, in- 
terests, likes, emotions, methods of expression, are 
all different from the adult's ; and they are all different 
at different stages in his development. 

The child lives through (recapitulates) in a general 
way the main stages and order of physical and psy- 
chological development that organic life and the race 
have passed through in the countless ages since life 
began. Starting as a one-celled creature, he re- 
capitulates in the nine months of embryonic life the 



GROWTH AND DEVELOPMENT 45 

processes of evolution that required millions of years, 
from the amoeba to the higher vertebrates, in the evolu- 
tion of the species. 

At birth the baby is less developed and more plastic 
than the young of any other creature at its birth. This 
helplessness and plasticity are due to the incomplete- 
ness in development of the nervous system. It is 
because of this incompleteness that the physical, 
mental, and spiritual life can be shaped in great measure 
by environment. It is this incompleteness that pro- 
vides both the opportunity and the responsibility of 
parents and guardians. 

For normal development there must be both the 
growth principle and power within the individual, 
and the growth stimulus and materials supplied by the 
environment. 

The rate and nature of growth and development are 
influenced by two factors : (1) heredity (race, family) ; 
(2) environment (climate, social status, economic re- 
sources, city or country, materialistic or idealistic 
atmosphere, commonplace or cultured, ugly or beauti- 
ful, expressive or repressive, guiding or neglectful). 

Growth and development are two different processes. 
Growth is increase in size ; development is increase in 
power of function. This principle holds true for every 
muscle, every nerve, every special organ, every brain 
center. 

Growth is a vegetative process, dependent upon 
intake of nutrition and elimination of waste. Develop- 
ment is dependent upon use, which involves the exercise 
of the organ or system and of the related brain center, 
and this leads to both (a) the initial use of mind and 
(b) mental development. ^ 

Each organ, each physiological system or process, 
each mental process, is controlled by its own definite 
nerve cells in the spinal cord and brain. By exercise 
of the specific organ or system, the corresponding nerve 



L 



46 THE MOTHERCRAFT MANUAL 

center is developed ; and the development of the nerve 
center makes possible a more adequate and perfect 
use of the specific organ or system. 

During the growth stage of any part, exercise of the 
part is not normal but injurious. When sufficient 
growth has been attained for development to begin, 
there is an instinctive desire or hunger for exercise 
of the part. This desire is manifested by the natural, 
spontaneous activity or interest of the child. For 
example, during some ten or twelve months the muscles 
of the legs and back, and corresponding nerve centers 
in the spinal cord and the brain, are growing. When 
their growth is attained, these muscles and nerve centers 
begin to function in the process of standing and walking, 
and the child makes every effort to walk. To put him 
on his feet and attempt to teach him before this stage, 
is to strain unprepared organs, bones, muscles, and 
nerves. To keep him lying in a vehicle so he cannot 
exercise when he spontaneously attempts to walk, is 
to retard or prevent this natural development. 

The process of growth and development is not uni- 
form during childhood ; neither do all the parts grow 
and develop at the same time. Growth is periodic and 
by parts ; it is variable for each part or system. There 
are periods of slow or rapid growth and development at 
different ages. 

Development begins first for the oldest (racially) 
muscles and parts, and for those that are being used 
reflexly, that is, arms, legs, trunk, hands, which are 
known as the fundamental muscles. The finer, acces- 
sory muscles and their brain centers do not develop 
completely until several years after birth. 

There are no average children. Every child is 
somewhat different. In rate of growth, children may 
normally vary one to two years from the average. In 
individual children, some factors at any stage will nor- 
mally be more marked than others. Distinction must 



GROWTH AND DEVELOPMENT 47 

therefore be made between (1) chronological age, 
(2) physiological age, and (3) psychological age. The 
standards for (2) and (3) are at present the subject of 
special researches. Physiological age refers to such 
factors as dentition, development of bones, height, 
weight, sex maturity. Psychological age refers to 
mental ability and maturity. 

In some children the hereditary force of a specific 
characteristic is stronger than in other children. Or the 
environment of one child gives greater stimulus to an 
instinct at its nascent (beginning) period, and greater 
opportunity for its use. 

The individual who lives most completely in each 
stage the life normal to that stage, is best prepared for 
the succeeding stages of life. 

To attempt to hurry a child through this process 
or to permit an arrest of development in any stage or 
at any point, is to seriously handicap the child's normal 
and complete development. Infant prodigies and in- 
fantile youths are both abnormal. 

In each stage there are some instincts to be especially 
fostered, some that need encouragement or stimulation, 
some that require careful direction into useful channels, 
some to be ignored as only transitory, and a few that 
may need inhibiting. 

The following group of stages has been prepared as 
possibly most helpful for guidance of parents and teach- 
ers in the home. The transition from one stage to 
another is gradual. 

In so brief a summary as the following, only a few 
of the most significant items can be presented, and 
these typical of the average. This is not a form into 
which every child must be expected to fit. Rather it 
is a suggestion of the usual, which the individual nor- 
mal child will approximate in general. It presents a 
method for recording the development of the individual 
child. 



48 



THE MOTHERCRAFT MANUAL 



Infancy 
Birth to 2-3 Years 



Marked Characteristics : 

Rapid growth, especially of brain 

First dentition 

Nervous system rapidly de- 
veloping 

Association fibers developing 
between spinal centers and 
brain centers 

Bones, nervous system plastic 

Rapid heat radiation 

Rapid pulse, respiration 

Tissues flabby 

Low vitality 

Motor and sensory develop- 
ment rapid 

Motor coordinations develop- 
ing rapidly 

Speech develops 

Interest in pure motor activity, 
and sensory experiences 



Thinking exceeds power of ex- 
pression 

All mental processes develop- 
ing 

Curiosity about everything 
seen, handled, heard 

Perceptions crude, few 

Unconsciously imitative 

Activity an end in itself 

Imagination crude, vague 

Reasons by association of cir- 
cumstances 

Emotions crude, uncontrolled 
Fear of noises and strange ob- 
jects 
Humor in surprise 

Social dependence 
Little self-control 
Obedience 
Trust 



Early Childhood 
2-3 to 6-7 Years 



Marked Characteristics : 

Rapid growth 

Nervous system rapidly de- 
veloping 

Rapid growth of brain until 
7 yrs. 

Fundamental muscles utilized 

Accessory muscles immature 

Activity its own end 
Experiments in motor control 

Greatest sensory development 
and efficiency. 



Curiosity, analysis, investiga- 
tion, experimentation strong 
Interest in simple construction 
Constructs for use 

Thought concrete 
Suggestibility 
Continued plasticity 
Attention flitting 
Asks** What?'* "Why?" 
Memory for words 
iEsthetic tastes crude 
Frankness 

Crude experience and associa- 
tion of ideas 



GROWTH AND DEVELOPMENT 



49 



Vivid, concrete imagination ; 

images distorted 
Imitation at its strongest 
Imitative dramatic play- 
Humor in incongruity 
Curiosity regarding sex biology 
Sex feeling undeveloped 
Emotions strong, slight control 



Imaginary fears 
Self-control weak 

Selfish, thoughtless 
Respect for parents 
Wonder at universe 
Obedience 

Personification of nature 
Conscience begins 



Infancy and Early Childhood 



Birth to 6 Years 



Foster : 



Sensory and motor activity 

Trustfulness 

Curiosity 

Investigation 

Acquaintance with world of 

realities 
Initiative 

Wide range of interests 
Fanciful imagination 
Formation of permanent 

habits 
Sense of wonder 



Cultivate : 

Regularity 

Respect for authority 
Concentration 
Thoughtfulness for others 
Courtesy 

Emotional control 
Permanent moral preju- 
dices 
Thrift 



Inhibit, or Overcome : 

Social dependence 
Fear 

Selfishness 



Reckon with : 

Slow mental adjustment 

Motor awkwardness 

Misunderstanding of instruc- 
tions 

Mischief, which is the result 
of an abundance of vitality, 
initiative, sense of humor, 
investigating spirit; it is 
not something to con- 
demn, but for which to 
provide natural environ- 
ment. 

Rudeness, which is due to 
childish frankness, democ- 
racy, thoughtlessness, ex- 
amples of discourtesy. 

Curiosity regarding biology 
of sex, to be answered 
honestly but poetically 
under three years and bio- 
logically after three. 

Telling of falsehoods, from 
3 to 7 years of age, fre- 
quently due to the vivid, 
imaginative life that the 
child is living, his relative 
inexperience with the world 
of realities, and the diffi- 
culty, therefore, of keeping 
the distinction clear be- 
tween the twQ, 



50 



THE MOTHERCRAFT MANUAL 



Later Childhood 



6-7 to 9-10 Years 



Marked Characteristics : 

Growth progressing 

Differences in growth rate of 
boys and girls 

Second dentition 

Sensory and motor activities 
prominent 

Heart and lungs relatively 
small 

Brain growing slowly, attains 
adult size 

Eye development still incom- 
plete : near sight 

Finger movements stronger, 
more precise 

Rapid increase in motor con- 
trol 

Forearm and finger control 
develops 

Manual skill easily acquired 

Interest in workmanship 

Ideals exceed ability 

Plasticity to habit 

Receptivity 

Routine easy 

Experimentation, explora- 
tion strong 

Interest in variety 

Actions not well coordinated 

Lack of perseverance 

Easily discouraged 

Adjustment to realities 

Images truer to reality 

Memory strong for concrete 

Period of imaginative activ- 
ity 

Less direct imitation 

Imitative and imaginative 
dramatic play 



Emotions becoming con- 
trolled 
Fears strong 
Self-control vacillating 
Humor in puns, riddles 

Appreciation of rules in game 
Beginning of social sense in 

group play 
Slight sense of property rights 
Slight conscience 
Interest in religious forms 

(imitative) 

Foster : 

Exploration 
Experimentation 
Moral habits 
Imaginative play 
Variety of interests 
Doll interest 

Motor coordinations — skat- 
ing, dancing, swimming 

Cultivate : 
Power of voluntary atten- 
tion 
Self-control 
Initiative 
Modesty 

Conventional courtesies 
Respect for property rights 

Inhibit : 
Cruelty 
Fears 

Reckon with : 

Fatigue, due to bodily con- 
ditions 

Discouragement, from greater 
increase in ideals than in 
technical ability 



GROWTH AND DEVELOPMENT 



51 



Youth 



Girls, 9 to 12-14 Years 
Boys, 9 to 14-16 Years 



Marked Characteristics: 

Slower growth 

Period of transition 

Practical adjustment 

Reproductive organs matur- 
ing 

Period of low morbidity 

Heart and lungs relatively 
small 

Great motor activity 

Reactions vigorous 

Resistance to fatigue 

Immunity to exposure, dan- 
ger, temptation 

Senses acute 

New adjustments and coordi- 
nations readily made 

Routine and rote enjoyed 

Motor skill easily acquired 

Keen interest in workman- 
ship and motor skill 

Constructs for concrete pur- 
poses or use 

Mental action better con- 
trolled, more connected, 
orderly 

Memory quick, sure, lasting 

More critical 

Sex consciousness develops 

Emotions weaker 



Fear increases 
Teasing other children 

Less submissive to elders 
Competitive sense increases 
Conscience weak 
Reverence weaker 
Religious indifference 

Foster : 

Muscular activity 
Motor and manual skill 
Drill, memorizing 
Routine, discipline 
Three R's. 
Responsibility 

Cultivate : 

Fine handwork 
Thoroughness 
Reserve (in girls) 
Chivalry (in boys) 
Confidence in parents 

Inhibit: 

Athletic competition (too 

great strain on heart) 
Fear 

Reckon with : 

Less confidence in adults 
Group interest 
Secretiveness 



52 



THE MOTHERCRAFT MANUAL 



Adolescence 
Girls, 12 to 1 8 Years 
Boys, 13 to 21 Years 



Marked Characteristics : 

Rapid growth and develop- 
ment 

Proportions changing 

Lungs, heart increase in size 
and function 

Blood pressure increases 

Muscular strength increases 

Voice changes 

Awkwardness 

Senses keen 

Craving for larger experience 
Routine irksome 
Power of concentration 
Abstract thought 
Independent thought 
Mental speculation 
Larger mental perspective 
Memory strong, includes ab- 
stract 
Abstract reasoning 
Debating 

Imagination strong, compre- 
hensive 
Original thought and action 
Organized dramatics 
Individuality increases 
Works for remote ends 

Restive of restraint 
Sex feelings increase 
Romantic interest strong 
Social sympathy increases 
Social cooperation 
Subject to moods 
Shyness and bashfulness 

Conscience keener or very 

callous 
Sense of duty develops 



Spirit of social service or 

rowdyism 
Religious feeling 
Conversion period 
Criminal period 
Idealism 
Hero-worship 

Foster : 

Idealism 

Hero-worship 

Altruism 

Religious feeling 

Group interest ; team work 

Leadership, individuality 

Reasoning, debating 

Constructive imagination 

Athletics; physical activity 

Cultivate : 

Sense of reality 

Emotional poise 

Responsibility 

Strength of will 

Mutual sympathy (parent 

and youth) 
Variety of interests 
Vocational choice 
Outdoor life 

Inhibit : 

Depression and pessimism 

Finicalness 

Recklessness 

Reckon with : 
Emotional upheaval 
Philosophical speculation 
Sex interest 

Awkwardness, bashfulness 
Self-consciousness 
Reserve with family 



GROWTH AND DEVELOPMENT 53 

Development of Language 

Children vary naturally, and according to their en- 
vironment, in the rate of development in use of lan- 
guage. Any effort to hasten the process of talking or 
vocabulary during the first four or five years is an arti- 
ficial forcing that is more likely to retard development. 
The following represents all that should be expected 
of a normal child. 

First six months : crying, gesture language 

Second six months : babbling, imitation of sounds, 
gesture language 

One year : three to ten words 

One to two years : vocabulary of 100 to 500 words ; 
two-word sentences 

Two to three years : 500 to 1500 new words ; begins 
use of pronouns 

Three to four years : 500 tiew words ; complete sen- 
tences 

Four to five years: articulation nearly perfect; in- 
terest in rhyming 

Five to six years : articulation perfect ; inflection of 
nouns and verbs nearly perfect ; interest in nonsense 
words ; use of drawing 

Six to nine years : grammar usually correct ; inter- 
est in puns and in secret language ; use of drawing as 
language expression ; imitative interest in symbols of 
language (alphabet, reading, writing) 

Nine to twelve years : genuine interest in language 
symbols ; easily learns reading and writing ; with lim- 
ited vocabulary, slang develops 



H 
"^ 

H 

O 
h3 
H 
> 

Q 

<jj 

o 

•J 
< 
o 

w 



» 


<U 




4^ 


o 


TJ 


s 


d 

OS 


M 


rn 


r/} 


^ 


g 

o 


d 


o 


CO 


CQ 


^ 



d 


T3 

d 










O (h 


rj 

Is 




02 O 

d -^ 


%-i 


o 




il 


a.| 


03 






d 


d 


cog 


2.9 
^2 


O 




2t 


^-^ 


o 


> 


< 


CJ 




<11 



ft. 



o t1 ro 

.2 d ^ 

'^ to JS 

■s If » 

-^ ^-^ d 

03 a> CQ .J5 

o d W)^ 















-5 ^ O 

; o 1^ 

■ c« •- ^ 

nil 

d M S 

i O X> OP 
bC 

; g bp o 



- 2 a a i 

5^ ra a fii ' 

a o c3 ^ ■ 



3 p ^ d 

ill 8.. 



■+3 d 



73 

d 



'-^ 2 



d S 



^ ^ d - 

^ d OQ 

,2 a^ ' 






d > i^-^ 
c* 'C d « 9 

a i § 3^ 



d 1^ 



d 

o 
pq 



9 03 



(D O 



"I I 

<n ^ d 

c3 S !^ 



03 H a> • 

Q :z; 



o a 



: d d 



S o 



o § ^ § 



d 
73 

d 






Ph 






a a -a § 



P5 



O 



I o3 M 

a m 



bO.O 

^ 2 ' 

•- a I 

ft o I 

c3 5:; I 

^ ft I 

00 m I 

d d 

c3 c3 

bC bC 



o o .ii -^ 



a 

ft 



bC bbtH §)^ S 



-.- a* 
-» ^ 03 

I _| 

« bC S OJ 

^-^ ^-d 

^ ro _o; d 

O o3 o 

m^''Ti '^ 

bD d t: 03 

fc 2 a 03 

O g — 0) 

— ft-d m 

.5 ^ " o 



V OJ — 

9^ > a 



Gooo o Q ;z: 



Q Q S 



a:S 



o o 






S CQ - 







5 g^ 
20 



... -, o 

bD =° bJD c3 

O "^ 0) • -- (U 

H PQ Q pq 



.2 ^ 



O _ 



'C to ,r 

^ ^ ^ 

OQ&q 



^ C 3^ 

0) ro 2 fi 

tH C 53 

o 02 <u o 

o o « += 



O .5 ft Q. 

C W) M >< $7 

^ ao 0x1 

^ tn w .d 

- *-^ o Ad 

^ ro S S *3) 

O "-^ O O 0) 



■s^ 


s 


■H S 


> 


2r=& 


-M 



f>o ^ 






d -^ .^ 



■♦J a i 






<;(1h 



5 S 



d 




q 




bO 




c« 


d 


'd 


d 


d 










bf, 




ert 


& 


CS 




a 

l-H 


(§ 


^ 









.'2 t: -2 '§) 
W §.0 

o > « ^ 

► *^ ^ <» 
d^ S <=! 

S d S ^ 

^ hH .l^H 'd 
o^ ^> 

- -I o -^ 

> -d g .9 

1 O g I 

2 !« ^ Si 2 
-M ;-3 02 bp2 
_ T3 tH d ^ 

d d 0^ TO J 
c3 2 2 .2 -^^ 

-§ J & a .9 

^ O d ® S 
a ro c3 d 2 

*tS rS ~ 03 — 

O ^ .^03 

d 
o 



ea ^''' 



i -S '5 -^ -t^ 
J ^ a - -d 

^ t: fcsd s 2 

SI "^ o d 

o S) a 



w 






i2 



i 



o 
Hi 

> 
Q 






o 



» 

s 






n 



n 
o 



a -I 

^1 



M o 









o 



^ ^ ^ 
P <1 






o 



O .3 

•^ o 
o 



§• 

o 



73 



-^ s 

a W3 

Pl fl (S C) 

2^ S.2 



.~ o 

01 ^ 



5^ S< 

TO o 



o > 



"TJ <^ 

t: o "^ 



m o 

a a 



35 <^ 



ll-l 



WQ 



c3 ^ 

'II 



a -^ 









d 

d 



*S 3 



c3 .2 
3X5 



4 S 

a a 

M rj 
— < 03 

a ^- 

S <^ 



pd" 



3 > .2 a wo 

"Mil 



.i^ S .d 

a en ^3 

^^ ^ 

d 5i t! <i> 



o 

09 <0 

o ^ 

-M o 



2|-| 

rl ^ d 

^-a a 






ft o 



2 > 



73 



M d 

a 03 4^ 
>• ~ M 

<u -d 

00 

, S S d 

.a -c ^ 



o d 






! a d 

i .2 '^ 

: d 'S ^ 

' ft 5P a ^ 



d *aj 

"^ ^ :S 



a ^ 

ft •- 
a b 



^ ft I 



(D 



(K 



ro ft ro if 
03 tn 03 



S^„, 






3 ^ d bD 

m pqQ 



O 5:J 2 

« O) 

".s" a 

2 ^ .2 
d 13 'S 

•S.&d 
^-^ 2 

ro - <l^ 
^ d 5 • 

•^ a «n . 

Qj d ^ 
.w) ft o 



d 



CO 

— « 



b-^ -s' 



d 
o 



o 
ft 

o 



M M Ih >-i 

o o oo 



1 a 

§.2 

2 ft 

ft o o 

2 ^ d fe d 

S, ft o a o d 

d d d d rt -^ ^ 

-^ o q;z; 



I 

t 



OQ 



? bfl X <p 

O o3 o 

DO — ^ °^ 

^ S fl 2 

^H 2 w «3 

O g — a> 

_, a rd ro 

t> <i^ 3 »5? 



la 

• ft 



I 

I 

a 



§5 



s a 



II 



£ e3 © 

.S o -^^ 
gag 

I- ^1 

— (D 03 O 

u 3 -^ S 



fit 

P> HH CQ 







. a < 

o -y . 



3 

a 



o 


f^l 


<T) 


ft > 






fl 




o 




^ 


.o 






03 




f% 


f\ 


o 






m 


GO 

to 








£ 


d 


-d 


a 


rt 




P<i 





s 






•^ to 



^ -S 'fl «> ^ 

^ « oT o 



a § 



.9.2 xt 



d o 

d aT 



;3 oj d 'o p '-H Q 
a »H »H f3 o i^ >H - 



^ d 



^ 1 

d 






43 S bo d 

d .d o l^ 

--^ *^ ft fe 

> CD ^ 



...S (U o3 o O 



O ^ d O 

^ w) •• d 



P4PQ 



^:d d 

O ^ d 

o vs 



bO •• d 

:d d a» 



a> 



03 

d 



i ^ 2 



•^ -M d 'd o 

~ d D< '^ »3 ^r >i 

<i> -^ ^ o d b 

oT S W) 2 i^ 'S "§ 

q -" d -t^ ^ °* 



dl 

-^ 
d o 

d s? 
d^ ^ 
""■ « o 

03 ^ 
«) 0) +3 

d "£ § 

'S iJ d 
0<tf 



d 

1 

■^ a 

ft W) 



w 






o 



« 




d 




d 


^. 




o 




o 


d 




43 








M 




o 












.9 




43 

1 




things ; 
ements 
asing 


-% 








^ 








o 




o 




'Z^^ 


1 

1 
d 


43 

d 

a 


43 

1 


8 

1 


For names 

simple m 

Slightly ino 



'E 


d 




o 




Mh 




o 


o 


O 


d 


m 

d 


2 


sy 



TJ 03 



o ^ 



.: ^ 5 



a 

d 



^ P 



•s a ^ 

.. -d .<U 
<y .2 ^ 

S 9 ^^ 
•d d 2 
bfl ft d 

Eh 



d § 

a- « 
Sid 

d £ ^ 
g |ft 

'43 43 d 

^ §;S 
^ ft'^ 
03 <U ,12 



d 

I 

O 

15 .2 



d 4> .^ 



:2^ 



o 

a 



a ^ a 

»-H ^ hH 



^ d ^2; 

d 03 '3 



§ 

.2 

*43 
O 

a 












P o 

O ^ ' 

if a- 



^a 






(D e^-H ..^ 

O o to 

o ^ -^ 



Q Hi-1 HI 



53 ^ 

03 O 






-3 s g o 

02"00 I cS 

bc ^ Cb CD 

m 03 03 P" 

^ r^ ^ > 

o o o ' 






r^ ^ ^ ^ ^ 



O 
>i 

OJ 

s I 
lis 

.2 o ^ 
rJd T3 5 

•^ r* 2 

CD c 75 






2 an 

a « 

a^ oj 
.- a o 

^^-§ 
His 

n ^ - 



5 DQ CQi. 



pa 



5 



I 



I 

9« 












P a> 



El « rn 



I 





"3 


^ 


1^ 


>; 






11 


^ 


C3 CQ 


-i s 




a-2 








'^. i 








?5 g 



^ ^ 



f^ wia g, 






o a 

m o 



<:q 



M 






^a 



m )^ (0 
tL td r; 






►>■ (S 

'pi 






a 










t>0 




fl 


< 




K 


fc: 


«{ 


o 


c"> 


^ 




>> 


^ 


^ 




a 


CO 


C3 


£ 


to 

a 
a 



41 



^ a 



^ 03 



a -I 

O o3 o 



ftg ag 



OQ O Q^ 



m 


-'d 


rt 


a 


ea 0) 


>> 


(^ 


S a 




^ 


S 


o 


H"^ 


<D 




a-d 


CD 


od 


^ ii 


O 


CJ 


sia 




0) 






ro a 

0^ 0) 

*c[3 S 

PS 







W fe 



03 

c 

.2 

o to 
m 2 

« ^ s 



« is 



-P^<J 



S M GQ 



a 






28o§s 

hH Pk O 



ft h 



O CQ 



^ d c3 c; 






5 


o 






c 


^^ 


*" >. 


- o 


~t^ 


03 




?1 "^^ 


c3 


•^1 


^-^ 

s! 


O no 
OB W) 

II 


u 


> 


<i 


H 



s 

."'ft 
^ft 



•a 



f tog 2 






.1= ft 

as 

03 C3 OJ "S 

^ I ^ ^ a 



M^ 



a ta ' 
d 

.2 o 



o3 ^-i d 
c; o d 



J-^ ^ 







n 


s 




§ 






no 


-M 






d 






Tl 




0) 


03 


"^ 










«4H 


q; 




o 




d 




'— 


9 



o ft.2 



>> 1--^ > 



"> a 

3 O 02 OQ 
J ^^ O 03 • 



>_ ou O « 



CQ DQ ^ > 



^ P "^ fl sJ" ' 
-°^ .2 ^ .2 I 



a P 



OlS O) 

> 



i ^ xn 

' o ffi S 



td <D o3 

3-3 ft S 

^ "Id 

S S .2 "^ o 

ft ^ 1^ 0^ a 
^<s a ^ § 

^ 12; 



d ^ 



-24 a 

03 

^ d ^ ,d ro S 

<D 03 (D 2 O O 
O) <!> /^ d t* 






_-J3 












d 


d 
o 




d 


g 


t>j 


d 




.2 


*t; 


d 


o 

1 


ft 

1 


5 


a 




03 

d 

*S) 

03 

a 


d 

d 
o 
O 



.a ^ 





a 




d 


CQ 


rd 


d 




o 


o 








0) 






a 


a 






12; 

O 
H^ 

P 

W 
Eh 

P^ 
O 

O 

!2; 



o 

w 



W e3 c3 

O (» 1> 

g >> >. 

3 CO 00 

o ^i V 



w 



03 c3 

.a o 
Opq 






w 



bO 


m 


is >> 


a 
So 

i 


1 

i 


11 




fl.S 
o 



© 



o 



.S'S 






a» ;3 o 

-p CQ 02 

b S <n 

^ O CD 

» in o 

02 ft O 

^ .^ '^ 



^3 



X5 



a:3 a^^. 









a 

c3 

:3 



QJ <X) oT > += 



•S a g ^ d H 3 

p:5H K 



H 03 P 



I So 

^ J^ij to 
O CD O 



•73 

§^! 

is o <=i ® 

a s !» ^ 

<D 2 f-< 

o je ;3 'd 
> "^ -^ °s 



ft. 



' ea" «3 



1-^ 2 



.2 2 d «3 



PI 



Ph 



d 



'2 
'ft 



C9 OQ 






O O 



^ ^ 



1^ S^ 



o O W) OJ 

? '^ - ^ 

o "^^ S ^ ft 8 

ft-o^ 03 > S 

a 2 ^ .d ^ § 

o «y o ii: D. o 



_02 O ^ 

a a|, 

O) ro ^ • 

►d ro fe- 



§:3 



ft-} 

a ; 



lil ill 



d 



P4Ph 





03 :r; fl 




t>D oJ O 




^ a-^ 




-^ 02 OQ 


^ 


>>>>>> 






1 


s^s 


o3 rt o3 


d d d 
o o o 


^ 

^ 


o o o 


ft ft ft 


ft 


o o o 






M 


ft ft ft 


43 if ro 




-J3 -d d 


d d d 


bC.W) 03 


c3 c3 o3 


S S w) 


tdO to W) 



Is 



I. a 



I 



OJ 



QQ « 

g a 'I 

d ^ 



I > o d S 



'" -M ^ 



Wl^O OOO 



q:2;mm q q pi ^ 



«3 u ^ 












_ > 



o 5 



^ -^ 



b o -is K 



d 
•5b 



§ .2 .2 ;= 7. o § • 

- - - •- ^ •- d 



<<> ^ 



Z a 



03 C 



TO +i S 0) 

a.9 o .- 

OQ 2 S fl 

^H en Q 03 



CD n 

SI 






.a 



-2 «-2 

-Is 



% a 

O) en 



t2 -^ ^ 



7i 


^ 


a> 

a 


.2 
'3) 


d 


S 


a 


en 

0) 


p. 


03 

2 


> 


o 


a 




6 



jj .2 en 



- <U Q^ 



>< bb 




O 3 




much 
ade 
to tho 






73 a ^ 












73 CU O 03 




O »^ ^ p 




-tf en 13 fc! 




C3 -M m t> 




fl c . fl 




iri o (D "^ 




coord 
justm 
, acut 
ntary 


a 


S TJ (D Hi 


03 en 


^ C3 ^-3 


i^ o' 


^ m>OyA 



-^ z 



o 03 



'^ en -^ , 

^ a ;j' ! 
ill: 

-g 03 § ' 

s a § 
6 I 



^ fl en 

-S « § § 

-fj en 



a ! 

JH OQ C^ „ _ 

a jn a o 03 



.a 

>> ^ en 

rt "i> ^ 



« .a 



_ ce fl (D g 

en .-^ •-;3 .2 ^ a 

d te- »-i O 112 <l^ 

S (f eu ro TJ itH 



^ ^ M =2 



o 

1^ 






m < 



d 

.2 >» 






o .s 

a s 



^ 1^ 



bfl O 






CHAPTER VI 

PREPARING FOR THE BABY 

" If I were asked what I considered the chief requisite far the 
successful practice of pediatrics I would answer: The education 
of the mother. It is impossible to do even fairly good work in 
diseases of children without proper home cooperation. A direc- 
tion is never followed out so well as when it is understood." 

— Doctor Charles G. Kerley. 

" Is it not monstrous that the fate of a new generation should 
be left to the chances of unreasoning custom, impulse, fancy — 
joined with the suggestions of ignorant nurses and the prejudiced 
counsel of grandmothers? 

" To tens of thousands that are killed, add hundreds of thou- 
sands that survive with feeble constitutions, and millions that 
grow up with constitutions not so strong as they should be ; and 
you will have some idea of the curse inflicted on their offspring 
by parents ignorant of the laws of life." 

— Herbert Spencer. 

" Even the ordinary workman needs an acquaintance with 
the nature of his work before an employer will put a task into his 
hands. But for the right care of children no training in the 
mothers, nurses, or teachers has been considered essential. Con- 
sequently the standard exacted among such persons, instead of 
being very high, is very low." 

— Doctor Nathan Oppenheim. 

Prenatal Hygiene. If any baby could supervise the 
preparation for his own coming, he would not wait 
until the last few months before his advent, that is, 
any baby who had even moderate ambition for his 
comfort, his happiness, and his efficiency. 

He would begin by selecting his grandparents, who 
would be high-minded, religious, abstainers, moderate 

62 




'^K. .^^^ 




c3 



1 



PREPARING FOR THE BABY 63 

in all their habits, industrious, neither wealthy nor 
poverty-stricken, and who would bring up his father 
and his mother as members of a family of children in 
the same spirit and with foresight for his welfare. He 
would direct, during their childhood and adolescence, 
the physical regime of his father and mother, which 
would be simple, natural, regular, chiefly in the open 
air, with habitual deep breathing and, especially for 
his mother, exercises and clothing that would develop 
the most efficient digestion, breathing capacity, back 
and trunk muscles, steady nerves, reserve vitality. He 
would guide their education, which would include a 
minimum of traditional junk, parrotlike mimicry and 
discipline, and a maximum of real experience, valu- 
able information, and aesthetic appreciation acquired 
through personal exploring, experimenting, judging, 
creating, with a discipline that developed self -direction, 
self-control, and self-reliance. 

He would anticipate that his mother and father, with 
such a heredity and education, would be high-minded 
above dissipation and triflings, sensible beyond un- 
hygienic habits in food and in dress, well-poised and 
superior to pettiness and discords, with a radiant love 
that maintained an atmosphere of joyousness, gracious- 
ness, courage. Having chosen each other because they 
loved each other, his father and mother would live and 
work and plan because they loved him. Before they 
invited him to come, they would have a comfortable 
home settled, so his mother could give her chief atten- 
tion to him and be free to live much out-of-doors ; they 
would consult their physician and bring themselves to 
their best vitality, so he might have the best physical 
constitution; and they would make any necessary 
sacriflce of their own desires that he might be undis- 
turbed and thus grow steadily and sturdily until his 
birthday. 

Physical motherhood is a natural, normal biological 



64 THE MOTHERCRAFT MANUAL 

process. Under a natural, rational regime it should be 
a happy experience with a minimum of discomfort. 
The essentials, in brief, of such a regime are : 

1. Thorough elimination of the increased amount of 
waste products, through the skin, lungs, kidneys, and 
intestines. 

2. Strong, flexible trunk muscles. 

3. Avoidance of fatigue, undue excitement, unhappi- 
ness, muscular strain ; continence. 

4. Simple, nourishing diet, carefully balanced, anti- 
toxic, rich in minerals, moderate in quantity, with a 
moderate amount of liquid. 

The mother should of course be under the phy- 
sician's direction and observation during the entire 
period. 

Clothing. The essentials are freedom and warmth. 
Maternity clothing need not be slovenly nor too ob- 
viously negligee. Elaborateness may better be ex- 
pressed in the maternity clothes than upon the baby 
clothes. For dresses and coats a design with fullness 
at the sides, in the waist and skirt, with revers, and a 
high waist line, is especially good. The materials 
should be plain, or with a small, unobtrusive design. 
Clothing should be ample enough to encourage rather 
than prevent a slight perspiration, thus facilitating the 
elimination of waste. 

The weight of the clothing should come from the 
shoulders. This is important in order to prevent any 
downward pressure upon the internal organs, as well 
as to allow for much deep breathing. It is possible by 
having a one-piece union suit, a brassiere for attach- 
ment of hose supporters, a combination corset cover 
and petticoat, and a one-piece dress. 

All the clothing should be comfortably loose, espe- 
cially any neckbands, sleeves, gloves, which may well 
be a size larger, as there is a slight swelling during this 
time. No round garters should be worn, as these 



PREPARING FOR THE BABY 65 

impede the circulation in the legs and increase the 
possibility of varicose veins. The ankles should be 
well protected, because the blood vessels here are 
very near the surface and easily chilled, and as the 
blood returns from the legs to the trunk and in- 
ternal organs, internal congestion might result from 
chilling of the lower extremities. Shoes should have 
low heels to prevent falling and rubber heels to 
minimize jars. 

The corset is a moot question. The woman who has 
not been accustomed to wearing one is most fortunate 
now, for she has been developing and training the 
muscles of the back and trunk, which should be strong 
and flexible, equal to the special demands made upon 
them during the last four months and at the birth. If 
corsets have been the custom, it would be most advis- 
able to discard them three or six months before mother- 
hood is begun, and to give a systematic course of train- 
ing to these muscles. Some physicians require their 
patients to discard corsets during this time. Their 
only possible value is to support the back and the bust, 
not as support for the abdomen. They may be harmful 
by crowding the internal organs, pressing any organs 
out of place, interfering with the fullest deep breathing 
and internal circulation, keeping the trunk muscles 
flabby and weak, compressing the breasts ; and there- 
by causing more discomfort to the mother, depriving the 
baby of sufficient oxygen, making the birth longer and 
more difficult, and hindering nursing ability. A 
brassiere or comfortably fitted muslin waist is an 
adequate bust supporter ; or a knitted breast binder is 
procurable which should be applied loosely enough to 
cause no compression, which hinders the development 
of the nursing glands. After the fourth month, the 
baby rises from the pelvis to the abdomen and the waist 
increases in size. Ordinary corsets then become 
especially dangerous. If for any reason a corset is 



66 THE MOTHERCRAFT MANUAL 

then worn, it should be a special maternity style, such 
as the Ferris maternity waist. During the last month 
or two, it is advisable to discard even this corset, and 
if any support is necessary, to wear an abdominal 
supporting band, a knitted, shaped band being espe- 
cially comfortable. 

Food. The careful regulation of the diet and food- 
taking has vastly much to do with the comfort of the 
mother and the sturdiness of the baby. All the nourish- 
ment that the baby receives is derived from the sub- 
stances that the mother takes in food and drink, which 
are digested in her system and conveyed from her cir- 
culation to his. It is a mistaken idea that the mother 
is '* eating for two '' and needs to increase the quantity. 
No increase in her normal requirement for protein or 
fat is considered either needed or desirable during the 
entire nine months, or any increase in carbohydrates 
until the last three months. The system cannot use 
the excess, which thereby only makes a greater tax upon 
the organs of elimination or clogs the system with 
poisons and overcrowds the abdominal organs. Abun- 
dance of mineral, especially lime, phosphorus, iron, and 
soda is essential. During the last three months there 
is an increase of about one fifth in the energy require- 
ments, which is best met by an increase in the carbohy- 
drates not to exceed this proportion. The following 
table gives the average dietetic needs of women : 

Sleeping 0.4 Calories per hour per pound body weight 

Sitting quietly (at 
meals, reading, 
etc.) 0.6 " " " " " '' *' 

At light muscular 
exercise (dress- 
ing, standing, 
walking) 0.8 " " " " 

At active muscular 

exercise 1.4 " " " " 

For example, for a woman weighing 125 pounds : 



PREPARING FOR THE BABY 67 







GALORIEfl 


10 hours resting 


0.4 X 125 X 10 


500 


5 " sitting 


0.6 X 125 X 5 


375 


5 " light exercise 


0.8 X 125 X 5 


500 


4 " active exercise 


1 1.4 X 125 X 4 


700 


Total for day 




2075 


Protein 10% 


- 15% 207 - 


311 


Fats 25% 


- 35% 519 - 


539 


Carbohydrate 50% 


- 60% 1037 - 


1245 



There is only a fraction of an ounce daily increase 
in the weight of the baby. A baby weighing 6| to 7| 
pounds at birth is more natural and easier for the mother 
than a heavy, fat baby, which is produced by over- 
eating, overdrinking, and insufficient exercise. 

The toxin-free diet, the quantity at one meal, and 
the time of meals are matters for careful consideration. 
During this period there is an increased production 
of waste, poisonous substances, and gases; at the 
same time there is often an increased tendency toward 
constipation. Auto-intoxication consequently results, 
causing much discomfort from nausea, headaches, dizzi- 
ness, melancholia, nervousness, irritability. Special 
care should therefore be taken to select a diet (1) chiefly 
free from purins, (2) and from stimulants, (3) higher in 
base-forming than acid-forming elements, (4) with 
high mineral content, especially lime, and (5) laxa- 
tive. This is done by omitting, or using very spar- 
ingly, meats, coffee, tea, pastry, fried foods, irri- 
tating condiments, vinegar; and by including milk, 
buttermilk made with the Bulgarian tablets, cheese, 
eggs, nuts, whole-wheat bread, bran bread, green 
vegetables, salads, fresh and dried fruits, fruit juices, 
butter, olive oil. Any food that is difficult of diges- 
tion, or that produces fermentation or gas, should be 
omitted. 1 ^ 

Enough water should be taken to carry off wastQ 

1 See Chapter IX, 



68 THE MOTHERCRAFT MANUAL 

products but not to unduly increase the body fluids or 
cause flabbiness of tissues. With the diet rec- 
ommended, less water drinking will be necessary than 
otherwise, six glasses a day probably being quite ample. 
This should be taken at intervals, not more than a small 
glass at one time, and not less than half an hour from 
meal times ; fruit juices or milk may be taken instead 
of plain water. 

Alcohol, even in dilute quantities, is highly injurious 
to the delicate nerve cells of the body, and should be 
avoided, particularly during this and the nursing periods 
Patent medicines usually contain alcohol. 

With a well regulated diet, there is less probability of 
cravings for unusual or abnormal foods ; such cravings 
may be pampered if for wholesome foods ; if absurd or 
abnormal, they should be ignored. 

During the last four months, and especially the last 
two, it is better to take the food in five meals than in 
three meals. There is less room in the trunk for the 
stomach to expand in the movements of digestion, 
and it may easily crowd uncomfortably upon the heart. 
The heaviest meal should be taken in the middle of 
the day, and a light supper two or three hours before 
bedtime, for adequate digestion and comfortable sleep. 
During the last month, the daily diet may well include 
one or two pints of milk in some form, because of its 
ease in digestion. 

Bathing. A daily bath is especially important during 
this period, because there is so much waste and poison 
to be eliminated. If the pores of the skin are not kept 
clean and open, the kidneys (the work of which is now 
much increased) will be overtaxed, or some of the poison 
will remain in the system, causing headaches, nausea, 
and other discomforts. Very cold or very hot baths 
are equally to be avoided. The latter may cause a 
miscarriage, especially during the first three months. 
A woman who is accustomed to a daily cold bath 



I 



PREPARING FOR THE BABY 69 

may continue this as long as there is a good reaction. 
Surf bathing is inadvisable because of the low tempera- 
ture and the muscular strain ; bathing in quiet waters 
is quite safe. The daily bath should be warm enough 
for cleansing (90''-98° F.), followed by a cool sponge 
or spray for tonic. A salt bath (one quart of sea or 
coarse salt dissolved in a tub of water) is a good tonic. 
Two baths daily are permissible, not remaining in the 
water more than ten minutes. A vigorous rub with 
bath mitts, a Turkish towel, or coarse damp salt, is a 
further aid to skin elimination. Vaginal douches 
should never be used except on the advice of the 
physician. For sleeplessness, nervousness, congestion 
of blood in the head, the neutral (96° F.) sitz bath com- 
bined with a hot foot bath will promote the necessary 
equalizing of the circulation. 

Exercise. Exercise now has two important pur- 
poses : the elimination of waste, and the strengthen- 
ing of back and abdominal muscles. The precautions 
are avoidance of fatigue and of sudden or severe strain 
upon the abdominal m.uscles that might produce a 
miscarriage. During the first three months, the pla- 
cental attachment is relatively insecure and therefore 
more easily detached. The certainty of motherhood 
cannot be established until the third or fourth month, 
although some presumptive symptoms are manifested 
earlier. The woman who has left motherhood to 
chance, and who therefore is not preparing for nec- 
essary care during these earlier months, is the more 
liable to a miscarriage through disregard of due pre- 
cautions. 

The ideal for this period would be complete outdoor 
living, with two miles of walking each day and plenty 
of light exercise that could be dropped at the approach 
of fatigue. Such a gypsy-like experience is often re- 
moved from usual living conditions. With a little 
planning, it could often be approached, however. The 



70 THE MOTHERCRAFT MANUAL 

investment in such a vacation would yield far richer 
returns to the baby than an expensive layette, to say 
nothing of the increased comfort, ease, and happiness 
of the mother. The extreme antithesis of this ideal 
would be continuous indoor life with no work to 
occupy muscles and mind. 

The individual mother must plan her environment 
and her work as nearly as possible to the ideal. 
Living in the country with good roads has the 
advantage of outdoors. An outdoor sleeping porch 
is much to be desired. For indoor sleeping or work- 
ing, the room should be thoroughly ventilated with 
a constant current of fresh outdoor air, with the 
temperature not above 68° F. for working, and from 
32° to 60° F. for sleeping. Extra clothing may be 
worn rather than to keep the windows closed. 

A habit of deep breathing of outdoor air for about ten 
minutes on rising, at bedtime, and at several stated times 
during the day, will be wonderfully beneficial. The 
mother is now breathing for two, and the baby needs 
much oxygen. 

Light household work is beneficial. Long stand- 
ing, lifting, or pulling heavy weights, scrubbing on 
hands and knees, running up and downstairs, much 
stooping, working long over a hot stove, the use of a 
sewing-machine treadle or a washboard, are harmful. 
If the responsibility of the household work rests upon 
the mother, she must use her ingenuity to reduce it 
to its lowest terms of muscular energy.^ 

Walking is the best athletic exercise, two miles a 
day being desirable. It should be taken in easy stages, 
stopping to rest when tired, or a part of this distance 
taken at different times during the day. Golf, tennis, 
basketball, skating, horseback riding, bicycle riding, 
swimming, rowing, dancing, surf bathing, long rides 

1 See Chapter III. 



PREPARING FOR THE BABY 71 

over rough roads, involve the risk of overstrain, and 
should be omitted. 

Special Exercises. Clothing should always be very- 
loose, especially around the waist, and the room 
should be well ventilated, for these exercises. 

Breathing Exercises. These should be taken out of 
doors if possible; otherwise, at an open window. 
Breathing should be from the diaphragm. Repeat each 
exercise three to six times, or until fatigue begins. 

1. Standing, hands on lowest margin of ribs, thumbs 
toward back, fingers few inches apart. Blow the 
breath out slowly, bending body forward at hips and 
pressing in gently with the hands to force out the air* 
Return slowly to upright position, breathing in through 
the nose gently to utmost capacity. Hold breath ten 
seconds and repeat exercise. 

2. Stand erect. Take a deep breath, rising on balls 
of feet, extending arms out at side, shoulders high, 
hands clenched and describing small circles, as though 
boring. Hold ten seconds, then gently drop arms, 
blowing out the breath as long as possible. 

3. Lying on the back, hold one nostril closed and 
breathe in slowly and deeply through the other. Hold 
the breath five or ten seconds, close the second nostril, 
and breathe out through the first. Repeat, breathing 
in through the first and holding the second closed; 
hold the breath, close the first, and breathe out through 
the second. This is a soothing exercise. 

Trunk Exercises. Any one not accustomed to these 
exercises should consult the physician before beginning 
them during this period. All exercises should be 
done slowly, with no jerking movements. 

For overcoming constipation, improving the tone, 
elasticity, and strength of the abdominal muscles. 

1. Lie flat on the back, arms at the sides. Raise the 
right arm slowly, keeping it parallel with the body, 
describing a half circle until it rests on the bed or floor. 



72 THE MOTHERCRAFT MANUAL 

above the head. Repeat with the left arm. Bring 
each arm slowly back to position. (Figure 2.) 

2. Same position. Raise the right foot, keeping the 
toes pointed forward, bending the knee until it touches 
the abdomen. Repeat with the left foot. May be 
repeated ten times or until fatigued. (Figure 1.) 

3. Same position. Bend knees; draw the abdominal 
wall in and out slowly by muscular effort, without the 
assistance of deep breathing. 

4. Same position. Lift the trunk from the floor, 
resting the weight on shoulders and hips. 

5. Sit or stand, hands on hips. Twist the body 
slowly to the right and slowly return to position. Re- 
peat, twisting to the left. 

6. Walk up and down stairs moderately with a 
springing step, holding the body erect, shoulders 
straight, chest expanded, mouth closed, weight on a 
balls of feet. T 

These simplest and easiest exercises may be continued 
throughout this period or may be commenced at any 
time. 

The following exercises are more strenuous and 
should be used cautiously during the first three and 
last two months by those not accustomed to exercise. 
The physician should be consulted before using them 
during this time. They are profitably begun six months 
beforehand and are valuable for ordinary conditions of 
life. 

7. Lie on the back, arms at sides. Raise both arms 
together, as in Exercise 1. Bring arms back slowly to 
sides. 

8. Same position. Raise the right foot, toes pointed 
forward, knee straight till leg is at right angles with 
trunk ; hold position ten seconds and lower foot slowly. 
Repeat with left foot. Raise both feet together. 
(Figure 2.) 

9. Lying flat on back, hands on chest or clasped 



I 



PREPARING FOR THE BABY 73 

behind head, feet held down under a chiffonier or by an 
attendant, come to sitting position without assistance 
of hands or elbows. (Figure 4.) 

10. Lie on the back, grasp the rounds of the head- 
board and gently pull the body toward the head of the 
bed. Push with the feet against the footboard, or 
other non-resisting surface. 

The knee-chest position is a most valuable exercise. 
It relieves the abdominal pressure, and therefore any 
swelling in the legs from such pressure, or any prolapsis 
of internal organs, bearing-down feelings, backache, 
disturbed pelvic circulation. It may be taken a few 
minutes at a time, several times a day. Sleeplessness 
will often be relieved by taking this position for a few 
minutes and then lying down. Kneel on the floor or 
other unyielding surface. Lay the side of the face 
down on this surface, with the shoulder of that side as 
near the knees as possible, keeping the upper leg 
from knee to hip at right angles with the floor. Weight 
may be supported on forearms placed at right angles 
to the body. 

A good posture should always be maintained when 
sitting or standing ; especially avoid letting the chest 
sink in. Whenever possible in sitting, especially after 
meals, elevate the feet, thus preventing varicose veins 
and swelling in the legs. 

Sleep. Much sleep is needed. From eight to ten 
hours' sleep at night is essential, and a nap or rest in the 
afternoon, about an hour after the midday meal. By 
following the regime previously given, undisturbed 
sleep is likely to be the rule. The mother should sleep 
alone, and preferably in a room by herself., A little 
pillow under the small of the back is very comfortable, 
and during the last four months, an additional pillow 
under the shoulders. 

Teeth, Hair, Eyes. The teeth should have been 
examined and put in good condition before the begin- 



74 THE MOTHERCRAFT MANUAL 

ning of this period. During the entire time they should 
be brushed carefully after every meal, and the mouth 
rinsed with an alkaline wash, such as milk of magnesia 
or soda bicarbonate. The scalp should be massaged 
every day during the last two months and the two suc- 
ceeding months, to prevent the hair falling out. The 
eyes should be examined three months after the birth. 

Prenatal Influences. Life begins when the germ 
cells unite, and from that time the mother is the guardian 
of a living, though immature child. By the end of the 
third month the form and features are complete, though 
in miniature, the weight is about four ounces and the 
length about three inches. The study of development 
before birth is called embryology. So far as scientific 
research has been able to discover, there are no nerve 
cells connecting the nervous system of the mother with 
that of the child. Notwithstanding superstitions and 
folklore to the contrary, it is scientifically known that 
she cannot give her child a Greek nose by looking at 
classic pictures, an ape face through seeing some dis- 
agreeable sight, or musical genius by attending con- 
certs. Anatomical form and mental traits are matters 
of heredity, as previously stated, and these factors are 
settled forever when the germ cells unite. The sex 
is also determined at that time, apparently depending 
upon the sex-determining factors in the germ cells. 
Hundreds of theories (such as the diet or the con- 
dition of the parents) have been suggested for in- 
fluencing the sex of the child, but none of these is 
as yet proven true, and certainly no such influence 
can have any effect after the germ cells have united. 
'* Birthmarks,'' such as red or blue spots, are probably 
due to some interference with the blood supply during 
development. 

The mother is influencing the child during the entire 
nine months, through the blood supply. If she indulges 
in fear, anger, melancholy (dark emotions that develop 



PREPARING FOR THE BABY 75 

poison in the blood), if she over-eats, or takes alcohol, 
if she neglects deep breathing, daily bathing, elimina* 
tion, exercise, she is impoverishing and poisoning the 
blood supply, and the quality of her child's bodily and 
mental characteristics will suffer. If she lives a whole- 
some life, following a regime that continuously elimi- 
nates poisons and gives abundant nourishment and 
oxygen, with the cultivation of peace, cheer, courage, 
joy (emotions that promote good circulation and a 
wholesome blood stream), she is providing good 
nourishment and enhancing the quality of her child's 
life. 

It is for the comfort of the mother and for the welfare 
and beauty of the child that the mother should be 
sacredly reserved for her work during this and the 
nursing period. 

A normal woman whose physical life through her 
childhood and adolescence has been well regulated 
should have an easy experience. A certain amount of 
discomfort and mental depression is to be accepted as 
a matter of course, but the greater care now given to 
physical hygiene would naturally increase health and 
vitality. Concerts, plays, lectures, and social gather- 
ings (except where these would involve crowds and 
ill-ventilated, overheated rooms), reading, music, play, 
should all be part of her life during this time. The joy 
of anticipation gives the singing heart and makes this 
a time of beatitude, of weaving of dreams such as no 
other experience in life can give. 

The preparation of the nursery and the baby clothes 
is part of the joyous experience. This may well begin 
early, that it may proceed leisurely, without sense of 
haste, and with its full measure of satisfaction. Sim- 
plicity, cleanliness, economy in care, daintiness, are 
the keynotes. 

The Nursery. Room. It is desirable that the baby 
should have a room alone. If this is not possible, his 



76 THE MOTHERCRAFT MANUAL 

room should be equipped for the nursery, and only the 
mother or nurse should sleep in the same room. Sunny 
exposure is essential. Second floor is preferable, for 
dryness, and freedom from cats and dogs. A covered, 
sunny veranda for outdoor sleeping is most desirable. 
The room should be ventilated from two sides, and 
preferably with open fireplace. 

Floor. Washable, either painted, oiled or waxed, 
never carpeted. Small size washable rugs. 

Walls. Washable, either painted or covered with 
Sanitas, at least to wainscot four feet high. Soft, 
plain, neutral tone ; buff, warm gray or medium green. 

Curtains. Both light and dark shades; sheer, 
washable curtains, plain or figured scrim; no heavy 
window draperies or portieres. 

Heating. Preferably hot-water heater, with open 
fireplace for occasions. Steam and hot-air systems 
lack a sufficient amount of moisture, and are subject 
to sudden changes in temperature. Gas or kerosene 
stoves consume the oxygen and should not be used in 
the nursery. Coal stoves should be carefully watched 
to avoid poisonous gases from imperfect combustion, 
or sudden changes in temperature. Large open basins 
of fresh water should be kept in the room in winter, 
to supply humidity. 

Lighting. A dim, shaded light for night use, lit 
only when needed. Nursery should be dark at night ; 
daylight soft but not darkened, during first two weeks ; 
ordinary lighting thereafter during waking hours, 
softened but not dark during daytime sleep. 

Nursery Equipment 

Chiffonier for clothes and toilet equipment 
Low chair or rocker without arms 
Basket or bassinet for first four or six months, with 
stand ; high bassinet stands are now procurable 




Apprc)V(Hl Shoes and ]^aby (^arriagc^ 



PREPARING FOR THE BABY 77 

Iron or brass crib, high sides, plain round tubing 
without ornamentation, narrow spaces between bars, 
one side to be lowered 

High folding screen with detachable, washable cover- 
ing for wings; a firm-standing clotheshorse four feet 
high answers also for a clothes rack ; covering of muslin, 
cheesecloth, or china silk, attached with tapes when 
needed 

Nursery table for dressing, with plain, round legs and 
a six-inch ledge securely screwed on ; edges and corners 
of ledge preferably rounded. An ordinary kitchen table 
with drawer answers very well. A carpenter can make 
and attach the ledge. 

One or two small low tables, with rounded legs, for 
bathtub and bath accessories 

Folding tables economize space. Firm, round tables 
can be used later for the child's dining and play. 

For bassinet: Four-fold cotton blanket or table felting 
as mattress ; or 6-inch pad filled with clean silk floss, 
hair, straw, or chaff 

3 absorbent pads, quilted or of table felting 

4 to 6 sheets, cotton for summer, soft outing flannel 
(all cotton) for winter 

1 or 2 knitted afghans, or blankets of eiderdown or 
three-quarter wool 

For crib: Hair or silk floss mattress; for economy, 
clean straw may be used. 

2 absorbent pads 

4 to 6 sheets, cotton or outing flannel 
1 or 2 knitted spreads, or eiderdown quilts or three- 
quarter wool blankets 

1 or 2 pique or dimity counterpanes 

Papricloth nursery blankets, or lightweight rubber 
sheeting, to protect mattresses 

2 pads of hair or straw J inch thick, 9 X 12 inches 

3 to 6 cotton slips for pads 

6 to 12 square or triangular pads, 12-inch size, quilted, 

stockinet, or table felting 
1 rubber lap protector, detachable pique or flannel slips 



78 THE MOTHERCRAFT MANUAL 

1 yard dark green sateen for bassinet canopy 
2-3 yards cheesecloth, dimity, or china silk for one end 
and side of crib 

50 yards cheesecloth, six to ten cents a yard, for diapers, 
face cloths 

3 sizes of safety pins with safety fasteners 

Nursery scales, common beam type, not spring type 
commonly sold for nursery, which are difficult to ■! 
read and unreliable fl 

Bathtub, enamel or tin most practicable. Rubber is 
soft and adaptable, but soon outgrown, and baby 
cannot kick or splash so well. After five or sixj 
months, the baby may be bathed in the large bath- 
tub. 

Room thermometer, Fahrenheit 

Bath thermometer, Fahrenheit; red or blue indicator 
easier to read than mercury 

1 or 2 small white enamel hand basins, one of these 
kept exclusively for diapering 

1 largest size white enamel or agate bucket with cover, 
for diapers 

1 2-quart pitcher 

1 4-quart pitcher 

1 3-ounce package lysol 

1 pound boracic acid (powder) 

1 pound powdered borax 
Small hand scrub brush 
Small hot-water bottle or thermophor 
Smallest size china or enamel cuspidor 
Nurse's apron with bib 
Bath apron of knitted goods, stockinet, or heavy 

Turkish toweling 
Light-weight detachable rubber sheeting apron to 

wear under bath and nursery aprons 
6 wash cloths, 8-inch square, of soft old table linen, 

stockinet, knitted, or four-fold cheesecloth 

2 largest size soft Turkish bath towels 
2 medium, soft linen towels 
2 soft face towels, of old table linen or toweling 
Package tissue paper napkins 



PREPARING FOR THE BABY 79 

Wooden box with hinged cover, or enamel tray, for 
bath accessories, as follows : 

a. Baby's soft hairbrush 

b. Celluloid or ivory soap box with cover 

c. Small semi-blunt scissors 

d. 2 6-ounce glass jars with screw tops, to hold 

sterilized gauze and cotton 

e. Cake pure Castile or Palmolive soap 

f. 2-ounce bottle liquid albolene or sterilized olive 

oil 

g. 2-ounce bottle liquid vaseline 
h. 2-ounce bottle grain alcohol 

i. 2-ounce bottle saturated solution of boracic acid 

(made from powder) 
j. 2-ounce bottle 2% boracic acid 
k. Small box zinc ointment 
1. Small tube cold cream 
m. Shaker-top powder-box, with powder made of 1 
ounce oxide of zinc, 1 ounce cornstarch or 
rice powder, 1 ounce boracic acid 
n. Small package absorbent cotton (kept in covered 

jar) 
o. Sterilized cheesecloth cut in 3-inch squares (kept 
in covered jar)f 

Baby Carriage. High ; not less than 14 inches wide, 
and 28 inches long, inside measurements ; wood body 
preferable to reed or rattan (latter should be kept free 
from dust by frequent cleaning) ; detachable, washable 
covering to upholstery; good springs, brake, rubber 
tires; porous hood with lining dark green, brown, or 
gray to protect eyes (never white), ventilated by holes 
near top or by side curtains ; ample drop for feet when 
baby is sitting up; reversible body or handles desir- 
able. 

Baby Pen. The nursery table or crib will answer 
until the sitting stage, at five or six months, and the 
crib until the creeping or climbing stage, at seven or 

1 See page 363. 



80 THE MOTHERCRAFT MANUAL 

nine months. A pen four to six feet square gives room 
for tumbling and creeping. It should have a wood bot- 
tom, preferably of slats loosely joined (for flexibility). 
Raised six inches above the floor, to escape drafts; 
sides made of slats or plain round rods 4 inches apart, 
2| feet high; edges rounded; clean detached quilt 
or table felting over floor. Sides may be hinged to fold 
away. A large packing box, sides padded, raised on 
6-inch blocks, may be used for economy. The light- 
weight pens, resting on the floor, usually found in the 
shops, are drafty and inadvisable. 

Harmful Equipment. The following have no place 
in a baby welfare nursery : 

All unsanitary germ holders, such as sponge, powder 
puff, basket trimmings, open or porous toilet basket, 
pacifier, veil. 

Rubber or other waterproof diapers, because they 
are unavoidably heating and irritating; feathers, be- 
cause too heating; linen sheets, which are cold and 
chilling. 

Pinning bands or swaddling clothes, which prevent 
the activity so essential for growth. 

Cradles or rocking bassinets, which are injurious to 
the nerves. 

Baby- walkers, because they keep the baby too long 
on his feet and legs when he needs the intermittent rest 
of lying down while learning to walk ; they retard his 
confidence in walking alone, and are a cause of danger- 
ous falls. 

Low go-carts and sulkies, which keep the baby in the 
low strata of dust and germ-laden air, and which are 
frequently badly proportioned for good posture. 

Soothing syrups, patent medicines, paregoric, whis- 
key, brandy ; they are all poisonous. 

Patent artificial foods; they are expensive and an 
inefficient makeshift. 




Drugs and Unsanitary Appliances. 




Unhygienic Equipment and Unsatisfactory Scales. 



PREPARING FOR THE BABY 81 

Clothing List for First Six Months. 

Minimum Moderate 

2 3 knitted binders with tapes to tie 

2 4 knitted shirts, double-breasted, 

size 2 
2 4 flannel Gertrude petticoats 

1 2 nainsook Gertrude petticoats 

2 4 dozen cheesecloth diapers, 1 yard 

square, sterilized 

2 2 dozen stockinet or cotton bird's- 

eye diapers, 22-inch, sterilized 

3 4 nightgowns: soft crepon, long 

cloth, nainsook, or Viyella 
flannel 

3 6 plain slips: soft crepe, crepon, 

long cloth, or nainsook 

1 2 fine slips: nainsook, dimity, soft 

lawn, batiste, or linen 

1 3 wrappers: cashmere, challie, 

flannel, or albatross 

1 2 sacks : knitted, flannel, challie, or 

cashmere 

1 1 kimono-sleeve wrap: cashmere, 

flannel, eiderdown, or broad- 
cloth. Separate padded lining 
(cheesecloth or china silk) for 
cold weather 

1 2 bonnets : nainsook, lawn, china 

silk, or silk knitted (open mesh) 
for summer. Flannel, broad 
cloth, cashmere, or loosely 
knitted for cool weather. 
Quilted detachable lining of 
cheesecloth or china silk for 
cold weather 
1 hood shawl: flannel, or cashmere 

1 2 shawls: flannel or knitted 

1 4 pair long hose : cotton for summer 

Merino for cool weather 

1 2 pair bootees: porous, not heavy 



82 THE MOTHERCRAFT MANUAL 

Knitted binders are more elastic than flannel. 

Cotton bird's-eye, or cheap outing flannel diapering 
is warmer and more absorbent than linen or canton 
flannel ; stockinet is best. 

Cotton material for slips, and lace or embroidery for 
trimmings, should be very soft. 

Viyella flannel, which is half wool and non-shrink- 
ing, is most satisfactory; loosely woven flannel, half 
wool, with silk or cotton, is soft, shrinks little, and is 
warmer than heavy, close weaves. 

Outing or Shaker flannel is all cotton ; the soft nap 
is highly inflammable. 

Crepe, crepon, and woolens, should be shrunk before 
making. 

Knitted shawls, jackets, and quilts are warmer and 
lighter than woven fabrics ; avoid colors unless guaran- 
teed non-fading. 

For the knitted (ready-made) shirts, some authorities 
prefer all cotton, others part wool. All wool is never 
advisable, as the baby's skin is very sensitive, and 
furthermore, all wool shrinks badly. For most babies, 
under average conditions, one-quarter wool, three- 
quarters cotton or silk is advised. In very warm 
weather, all cotton is better. In very cold climates, 
half or three-quarters wool may be advisable. Silk 
has no special advantage over cotton. Babies with 
very delicate skin, eczema, or any rash should never 
have wool next the skin. Some manufacturers now 
make part wool knitted underwear, having only the 
cotton thread next the skin, wool outside. 

The binder is worn only two or three weeks, as a 
protector to the navel until it is healed. It should be 
fastened comfortably, not tight. With delicate babies 
or those out of doors in cold weather, a band with 
shoulder straps may be worn as a substitute during the 
first year, although this is unnecessary with a double- 
breasted shirt. The Vanta binders and shirts (double- 



4 




Kimono Coat, Raglan Sleeve Slip, Kimono Slip. 




Knitted Shirt and Band. Shaped Diapers. Diaper 
Fastening with Tapes. 




Gertrude Petticoat. Kimono Nightgown Fastening with 

Snaps. 
For the Layette. 



n 



PREPARING FOR THE BABY 83 

breasted), fastening with twistless tape instead of 
buttons, are especially satisfactory. 

Making. Preparation of the baby clothes should be 
a joy and not a worry or burden. Let them be simple, 
moderate in quantity. 

The kimono or raglan sleeve gowns, wrappers, and 
coats are much easier to put on and off than the set- 
in sleeve. By liberal measure under the shoulders, the 
sleeve will not pull out ; a gathering string at the cuff 
for little babies will keep the hand from slipping out. 

All seams should be flat. 

Seams on woolen garments should be felled or edges 
featherstitched flat. Armhole and neck of flannel 
garments should be covered with soft seam-binding 
or turned back | inch and raw edge stitched down or 
featherstitched ; never turn under, as this makes a 
ridge. At hem of flannel petticoat, raw edge need not 
be turned in but may be featherstitched flat. 

Sleeves may be turned back in a 2-inch hem for first 
months. 

Edge of dress sleeves and neck may be finished with a 
|-inch hem with featherstitching, or a narrow Arme- 
nian or val lace, or soft batiste embroidery, whipped 
on ; or twistless tape or wash ribbon J to | inch wide, 
may be run through facing or beading at neck and one 
or two inches from edge of sleeve. 

Fine gathers or tucks may be made in the front and 
back of slips to form a yoke ; these may be taken out 
later as the baby grows. 

Beading, rr buttonholed eyelets two inches apart, 
for wash ribbon sash, may be made in dresses, thus 
forming a yoke ; leave garment loose two inches each 
side of under-arm seam. 

Maximum length allowable for dresses and petticoats, 
27 inches ; minimum, 22 inches ; hems, 1 to 3 inches. 

Neckbands, 9| inches at birth to 10 inches at 6 
months. 



84 THE MOTHERCRAFT MANUAL 

Sleeve bands should be 8 to 12 inches long. 

Average length of infant, neck to soles, at birth, is 
16 inches ; at 6 months, 24 inches. 

Set-in sleeves, small cuffs, small neckband, tiny- 
buttons, make dressing difficult. Gathering string of 
twistless tape or ribbon, with beading, at sleeves and 
neck, are recommended, or ample neckbands. 

Kohinoor snappers are preferable to buttons, using 
care in laundering to prevent bending. If sewed on to 
linen tape, which can be used as a facing for material, 
there is less strain on goods. 

Short Clothes. Clothes are usually shortened at 
four months in summer or six months in winter, keeping 
about the same models. 

Rompers are convenient after creeping begins. The 
English use diaper drawers knitted of soft wool. 

Leather moccasins, made after the Indian model, 
with seams outside, are the best footgear until the 
walking stage, at twelve to fifteen months. 



11 



CHAPTER VII 

CARE OF THE BABYi 

" Everything in after life depends upon uninterrupted healthy 
growth during infancy." 

— Doctor F. Truby King. 

" There is no young creature in the world so ignorantly and 
cruelly nurtured as the average infant." 

— Ibid. 

" Since what is needed most is intelligent care, all proper 
means should be employed to educate mothers and those caring 
for infants, in proper methods of doing this." 

— Doctor L. Emmett Holt. 

The baby is a unity of body, mind, and soul, and these 
cannot be separated in his actual life. During every 
minute of his care, in every detail, his whole nature is 
being influenced and his character shaped. It is only 
for convenience of discussion that the physical regime 
is separated from the rest of his care. 

The regime here outlined is for normal, well babies, 
for their first year or two. Delicate, feeble, or sickly 
infants must receive special care, under the physician's 
directions, in their feeding, bathing, clothing, and out- 
door living. 

There are only a few fundamental principles, but 
these are to be practiced with conscientious thorough- 
ness by every one who has anything to do with 
the child. It is the little details in the routine of 
his daily life that produce vigor or weakness. Errors 
in his care now easily cost his life; or apparently 

^ See Preface, page xiii. 
85 



86 THE MOTHERCRAFT MANUAL 

they may not harm him now but will be paid for in 
suffering, deformities, or weakness in childhood or adult- 
hood. The woman who has this responsibility needs 
special preparation in self-sacrifice, self-control, gentle- 
ness, regularity, thoroughness, and accuracy in little 
details. She should be in good health, free from any 
contagious disease. 

Fundamental Principles. 

1. Regularity, particularly in feeding, sleep, stools 

2. Cleanliness of baby, food, clothing, utensils, 
toys, nursery 

3. Fresh air and sunshine. Nature's great disin- 
fectants and vitalizers 

4. Gradual, moderate changes in temperatures, 
clothing, food, regime 

5. Quiet, because the brain and nervous system are 
yet incomplete in their development, and are very 
sensitive; the maximum of sleep, with little stimula- 
tion while awake. The brain grows as much during 
the first year as during all the rest of life. 

6. Gentleness in handling, to prevent any curvature 
or misshaping of the soft bones, or shocks to the nerves 

7. Moderate warmth, which avoids either chilling 
or coddling 

8. Freedom of movement, for only thus can body 
and mind normally develop 

9. Training in self-control, which can begin the first 
day and needs daily attention 

10. Mothering, cuddling, fondling, regularly every 
day, before feeding, at bath or dressing times, an hour 
previous to bedtime 

11. Holding and Lifting. The whole length of the 
spine and the weight of the head must be well supported 
until the baby is strong enough, at six or seven months 
of age, to support these himself. In lifting a young 
baby, the left hand and arm are slipped under the 
head, neck, and upper back, the right hand under the 
lower back. He may be carried in one arm by sup- 
porting the head in the crook of the elbow and sup- 



CARE OF THE BABY 87 

porting the entire length of the back with the fore- 
arm, wrist, and hand. If held in an upright posi- 
tion at this early age, the wobbly head should al- 
ways be supported. Never lift a baby or little child 
by his arms. 

Daily Regime. The following schedule is in general 
typical for the first year. It will vary somewhat with 
the age of the baby, the climate and season. In vary- 
ing from this schedule, note that the following factors 
are important and to be observed strictly : 

1. Regularity in feeding 

2. Interval of one hour after a feeding before bath 

3. Interval of one hour between feeding and fruit 
juice 

4. Interval of twenty to thirty minutes between 
feeding or water and urinating ; this interval should be 
observed for the individual child, that the habit of 
control (and the saving of wet diapers) may be es- 
tablished as early as possible 

5. Regular time for stools; by beginning the week 
after birth this can be early established, and much un- 
necessary work saved 

6. Regular time for the bath, scheduled for mid- 
morning or for evening, according to which time is 
found to agree best with the baby 

7. Regular times for play, kicking, cuddling 

8. Regular time for weighing, that conditions may 
be the same 

9. Note that in cool weather the baby should not be 
put outdoors until one hour after the bath ; and that 
an oil rub may be given instead of the cool sponge at 
night 

A daily schedule card is of assistance in maintaining 
regularity, noting new developments or unusual condi- 
tions. It is advisable to record it at least once a week, 
on the day for the weekly weighing. 



88 THE MOTHERCRAFT MANUAL 

Typical Schedule 
Conditions. Season : June Age of Baby : Four Months 

A.M. 
5 : 30 Wakened ; changed. (Some babies will sleep until 

6 : 00, others will waken early, and should be changed 

but not fed ; may be given water if they cry, and left 

to play in bed.) 
6 : 00-6 : 15 Feeding 
6 : 30 Urinated (cuspidor) 
6:45-8:00 Slept 

8 : 00 2 teaspoons water ; stool (cuspidor) normal 
8 : 00-8 : 30 Kicking in bassinet (or on nursery table) ; crying 

10 minutes 
8 : 30 Weighing, exercise, rub 
8 : 40 Urinated (cuspidor) 
8 : 40 Bath (temperature 98° F.) ; cool sponge (84'' F.) ; 

dressed ; crying 10 minutes 
9 : 00-9 : 15 Feeding 
9 : 30 Put outdoors ; asleep 
11 : 55 Wakened ; changed 
12 : 00-12 : 15 Feeding 

P.M. 

12 : 40 Urinated (cuspidor) 
12 : 45 Put outdoors 

1 : 00-2 : 00 Slept 

2 : 00 Changed ; 2 tablespoons prune juice 

2 : 00-3 : 00 Kicking on nursery table (or in pen) in open air 

3 : 00-3 : 15 Feeding 

3 : 30 Urinated (cuspidor) 

3 : 30-4 : 30 Put outdoors ; slept ; crying 10 minutes 

4 : 30-5 : 30 Cuddled 

5 : 00 2 teaspoons water 
5 : 30 Urinated ; stool (cuspidor) normal 
5 : 45 Rub ; sponge bath (90° F.) ; dressed for night 
6 : 00-6 : 15 Feeding 

6 : 30 In bassinet, asleep (Change if wet) 
10 : 00 Changed 
10 : 00 Feeding 

Totals. Sleep: 17 hrs. Water: 3 T. Stools: 2. Crying: 30 
minutes. 

Clothing. The designs previously suggested for the 
baby clothes (page 83) are adapted to ease in dressing, 



i\ 



CARE OF THE BABY 89 

laundering, making, and to freedom of movement. 
With these, the baby need be turned only once in 
dressing, or not at all, if the dress is fastened in front. 
Use only fiat, protected safety pins, no common, 
straight, or ridged pins. With tapes and snappers, 
pins may be eliminated. 

It is much easier and more comfortable to dress and 
change a baby on the nursery table than on a low bed 
or the lap. 

The clothes should be put on and off over the feet, 
not over the head. 

The clothing should be changed completely at the 
morning bath and at night. The day outfit is the same 
as the night during the first three months. Later the 
day slip is worn, as the baby is awake longer. The 
nightgown may be of Viyella flannel, the petticoat 
then being unnecessary, except with the temperature 
below 40°-50° F. 

Overdressing, like overfeeding, is a common and 
serious mistake. If the baby's skin is moist to the 
touch, he is overwarmly dressed and thereby made 
highly susceptible to '' colds '' and pneumonia. If his 
feet are cold, skin '' goose-fleshed", and lips blue, he 
needs more clothing. With a room temperature of 
68°-70° F., duly humidified, a baby four months or 
over usually needs only a diaper, cotton or quarter- 
wool double-breasted shirt, flannel petticoat and cotton 
slip. The binder is needed only until the navel heals, 
— about three weeks. It should be loosely applied, 
fastened by tapes rather than by pins or sewing. If 
applied tightly or worn longer it hinders the develop- 
ment of the trunk muscles, interferes with digestion and 
breathing, and, contrary to superstition, will not prevent 
but may cause rupture. For babies under four months 
or with a room temperature below 68° F. a wrapper, 
sweater, or sack should be added. The cotton petti- 
coat is only for ornamental purposes with fine slips* 



90 THE MOTHERCRAFT MANUAL 

On warm summer days (over 72° F.) he may dis- 
pense with the petticoat. In very hot weather, also, 
substitute a cotton, half -sleeve vest for the long-sleeved 
shirt, or after three months dispense with all but the 
diaper while awake, adding a cotton slip during naps, 
and a cotton shirt at night. 

For outdoors, he should not be bundled until the 
minute before he departs. A thin cap of cotton, linen, 
or silk may be worn in warm weather (or none at all 
after three months) and a double one for winter, 
not thick enough to cause perspiration. For the first 
twelve months a kimono-sleeved coat, with drawstrings 
at shoulder and wrist, will provide protection, with the 
blankets, for cold weather. The nightgown pattern 
may be used to make a sleeping bag of eiderdown, broad- 
cloth, or flannel. This allows much more freedom than 
the usual type of sleeping bag, and is better ventilated. 
The hood should be of lighter fabric, knitted or of 
flannel, broadcloth, cashmere ; eiderdown or angora is 
overheating. 

Stockings and booties ordinarily are not needed 
during the first year except when the baby is kicking 
and creeping about with a temperature below 68° F., 
or for appearance when he is taken out in arms. 
See that the feet are warm, but not hot or moist. 
Stockings are always coming off or getting wet from 
the diaper ; they keep the feet perspiring, making them 
tender and increasing the possibility of colds. When 
worn, they should be of cotton, or in very cold weather, 
one quarter or one half wool ; all wool are overheating 
and shrink badly. When the baby begins standing or 
creeping, the leather Indian moccasins may be used. 
Other baby shoes on the market have many faults, — 
tightness across toes and instep, seams turned inside, 
non-porous patent leather ; slippery, stiff, or rough 
soles; they produce only discomfort at the time and 
are productive of callouses, corns, bunions, and mis- 



CARE OF THE BABY 91 

shaped feet. At twelve or fifteen months a heavier- 
soled Indian moccasin may be worn or sandals with 
flexible, corrugated soles, roomy at the toes, shaped 
like the foot, right and left, soft, porous (not patent) 
leather, perfectly smooth inside, using gaiters or leg- 
gings with these for out-of-doors in damp or cold 
weather. 

Diapering. Reduce the number of wet and soiled 
diapers by training. 

Begin training at one week of age. 

Hold a small (warmed) cuspidor firmly in the lap. 

Hold the baby above this, the legs extended in the 
hands, back resting against the mother's chest. 

Do this at regular time for stool, early morning or 
late afternoon. 

The use of a suppository for a few days will assist ; use 
a little roll of soft, clean paper dipped in liquid vaseline. 

Note on daily record the interval between feeding or 
drinking, and urinating (20 to 30 minutes). 

Hold the baby for urinating at these regular times 
when awake and before beginning the bath. 

In a few months he will learn to control the bladder 
as well as the bowels for these times, when awake. 

At eight or ten months the baby may be supported 
on the toilet seat, by using the baby's detachable toilet 
chair now manufactured. A nursery chair for this 
purpose is not advised. They are usually wrongly 
proportioned and constructed ; and the child is usually 
left alone to sit for half an hour or more, thereby in- 
ducing local irritation, deferred action, prolapsis of 
the rectum through straining, or bad habits. The 
mother or nurse should always stay with the child, 
and the least possible time should be permitted. 

Change the diaper as soon as the baby wakes or 
immediately, if it becomes wet while he is awake. 
(The urine is salty, sometimes acid, and always irri- 
tating.) 



92 THE MOTHERCRAFT MANUAL 

Before removing diaper, have at hand everything 
needed, viz. : 

Clean, dry, warm, folded diaper 

Diaper preferably folded oblong and fastened at 

the sides 
Diaper handbasin with warm water 
Special wash cloth and towel kept only for diapering 
Powder, zinc ointment 
Diaper bucket 

Lay the baby on the nursery table, on a Turkish towel. 

If pins are used, put into blanket at right hand, 
removed from baby's reach. 

Remove the diaper and drop it into bucket. 

Wash baby clean and pat dry, especially in creases. 

Use powder very sparingly or not at all. 

Use albolene or zinc ointment for chafed places. 

Put on dry diaper. 

Leave baby in safe position while putting away 
utensils. 

Never use a diaper a second time without washing ; 
the acid and salty urine deposit will cause chafing. 

Avoid pulling tight about the waist ; the pelvic 
bones are now only cartilage, easily misshaped; if 
pelvis is narrowed in girls, childbirth will be made 
more difficult for them. 

Avoid tightness in front, especially for boys, as this 
will produce irritation. 

Avoid much thickness between the legs; it will 
cause bow legs. 

Never use rubber or other waterproof diapers ; they 
are overheating and may cause bad habits. 

A small pad of cotton batting folded into sterilized 
cheesecloth, or a double fold of Turkish toweling or 
stockinet placed in the diaper will absorb moisture 
and avoid the extra thickness of a heavy diaper ; this 
pad may be burned if soiled. 



CARE OF THE BABY 93 

A quilted or stockinet pad placed between the diaper 
and petticoat will prevent drenching of clothes while 
asleep. 

If diaper is fastened to shirt, make sure of ample 
length ; avoid any pull on shirt or diaper. 

Throw water from basin into toilet or slop bucket, not 
into lavatory. 

Wash out cloth, disposing of water in same way; 
or put cloth into diaper bucket. 

If diaper is soiled, flush off in toilet before putting 
to soak. 

Wash hands thoroughly in the special basin, with 
soap and water, after changing diaper. 

If marked congestion of genitals, or a discharge 
appears, take special care to disinfect hands and 
burn cloths and diapers. Report the condition at 
once to the physician ; these symptoms may indicate a 
serious disease. 

Never let a child use a public toilet without placing 
paper or cloth over the seat; children's detachable 
seats may be purchased that can be carried in traveling. 

Laundering. Baby clothes should be washed with a 
mild white soap, such as Ivory, and thoroughly rinsed. 
Diapers require special care. They should be thor- 
oughly boiled and rinsed. Laundry soap, soda, or 
bluing should not be used, but Ivory soap, with borax 
or ammonia if necessary. Dry in sun if possible. 
Ironing is not necessary. 

Boiling, outdoor sunshine, and pressing with a hot 
iron, are all sterilizing processes. 

Starch is never to be used in baby clothes, which 
should always be soft and non-irritating. 

For woolens, use warm water ; add soap in solution, 
not rubbing on clothes ; add one teaspoonful of borax 
or ammonia per gallon of water, if very soiled. 
Squeeze, or wash with vacuum washer; do not rub, 
but use hand brush on very soiled places. Squeeze 



94 THE MOTHERCRAFT MANUAL 

or press without twisting. Rinse through two waters, 
same temperature as the first. A teaspoonful of glyc- 
erine per gallon of water, added to the last rinsing 
water, preserves softness. 

Dry at once by moderate heat; avoid freezing or 
extreme heat. Stretch into shape, and lay on frames 
or towels to dry, turning once or twice. If pressing is 
desired, use a moderately hot iron. Cheesecloth be- 
tween iron and fabric preserves softness. 

Bathing. 

One bath every day 

Sponge bath until cord heals ; later, tub bath 
Not within an hour after feeding 
Not when greatly fatigued 

Tub bath preferably in morning, before second feed- 
ing ; otherwise, before third or evening feeding 

In warm weather an additional sponge bath at night 
(same as lower temperature of morning) is advisable. 

In hot weather give two or three sponge baths 70° 
to 90° F., according to age, in addition. 

In cold weather, an oil rub at night may be given 
instead of sponge ^ bath. 

Temperature for bath is always to be regulated by 
bath thermometer. Changes to be gradual, by V F., 
from day to day. 

Until sixth or eighth month, tub bath 98° to 100° 
F., followed by cool. Then reduce 1° a fortnight, to 
90° F. 

After second week, a dash of cool water (90° F.) 
applied by hand to back (begin at lower end), chest and 
buttocks. At two months lower by 2° F. and apply 
with wash cloth ; lower 2° F. each month to 80° F., 
so long as baby reacts well — skin rosy and warm, not 
blue lips, goose flesh, cold feet. 

lA "sponge bath" is given with a wash cloth; sponges are 
never to be used, because unsanitary. 



CARE OF THE BABY 95 

Cool water may be added slowly while baby is in 
tub, but not hot water. 

Giving the Bath. Before beginning to undress the 
baby, have everything ready, and just before undressing 
the baby, wash the hands thoroughly. 

Costume: wash dress, sleeves to elbow, bib apron, 
bath apron. 

Room : no drafts ; temperature about 70° F. (65°- 
72°). 

Equipment: Clean tub or basin filled with bath 
water ; enamel, tin, or rubber tub may be used ; after 
six months, large tub may be used. Heavy bath towel 
may be placed in bottom of tub. 

Prepare tray with toilet articles and rolled gauze.^ 

Bath thermometer ; supply of hot and cold water. 

Fresh wash cloths for face and body, kept only for 
baby. 

Soft face towel; two large bath towels spread on 
nursery table. 

Laid out in order for dressing; dry, warm clothes, 
petticoat placed inside of dress ; wrapper or shawl. 

Allow fifteen to twenty minutes for undressing, exer- 
cises, bathing, dressing. 

Allow five to ten minutes for rubbing and exercise. 

Allow two to ten minutes for clearing away after 
bath. 

Undress the baby on the nursery table ; have a large, 
warm, Turkish towel under him ; leave the diaper on, 
unpinned, until put into tub. 

Rubbing. | minute to 2 minutes. Use only the 
hand until 9-12 months. 

Hands warmed; anoint with cold cream or cocoa 
butter, if rough. 

Give 2 to 6 long strokes, each arm and leg, begin- 
ning at extremity and rubbing towards heart ; 

* See page 79. 



96 THE MOTHERCRAFT MANUAL 

4 to 6 long stokes down back ; 

4 to 6 long stokes across chest ; 

4 to 6 long strokes on abdomen, gently, beginning 
at lower right, and ending at lower left ; 

2 to 4 strokes on ribs, from back to front. 

Exercises. 3 to 10 minutes. (Begin at one month, 
see page 112.) Fill tub to depth covering abdomen of 
baby ; note temperature with thermometer. 

Wrap the towel around the baby and put on cuspidor 
to urinate. Keep towel around the baby until ready 
for the tub. Ears, eyes, and head are washed before 
going in the tub; also the buttocks, if soiled, using 
the diaper basin and cloth, not the bath water. 

Ears. Use sterilized cheesecloth or old soft muslin 
squares, little or no soap. 

Use warm water from tub. 

Wash carefully in all creases and behind the ears ; let 
no dirt remain. 

Apply albolene or liquid vaseline for scurf. 

Never use a pointed instrument ; '' never put any- 
thing smaller than your elbow in the ear.'' 

Put soiled gauze in tissue paper receptacle. 

Nose. Clean each nostril with a fresh cheesecloth 
square rolled to a point. 

Dip the gauze in the liquid vaseline or albolene, and 
then push gauze gently into the nostril and twist around, 
until nostril is clean. 

Never dip the gauze a second time into the oil; 
put used gauze into tissue paper receptacle. 

If the nose accumulates dirt or mucus during the 
day, repeat. 

Eyes. Use a fresh square of sterilized cheesecloth for 
each eye. 

Wet the gauze in the weak boric solution (2 per 
cent.), and squeeze a drop into the corner of the eye. 

Wash eyelids gently, toward outer corner, and care- 
fully remove dirt or secretion* 



CARE OF THE BABY 97 

Never put gauze in solution a second time; put 
gauze into tissue paper receptacle. 

If eyelids are sticky or with slight secretion, anoint 
with vaseline, avoiding eyes. 

Repeat boric wash at night, or at hourly intervals, if 
eyelids are inflamed. 

Report severe redness or discharge to physician imme- 
diately. 

Head. Use face cloth, soap, water from tub. 

Soap wet cloth and rub over head, avoiding pressure 
over fontanel or getting soapy water in eyes. 

If head has scurf, anoint at night with vaseline, olive 
oil, or fresh lard, and put on a thin muslin cap. 

Never use a comb or harsh rubbing. 

Body Bath. Note temperature of water and modify 
with supply at hand to exact degree. Place the baby 
in the tub, supporting the head and upper back with left 
hand. Baby may be lowered in the towel, if afraid. 

If giving only sponge bath, hold head face upward 
over basin to rinse, and wash and dry each part of 
body separately. 

Rinse the head several times very thoroughly with 
cloth. 

Wash the body gently ; use a little soap two or three 
times a week. 

Wash under arms, in creases of neck, thighs, fingers, 
and toes ; turn baby over and wash the back. 

After six months, baby may splash or attempt swim- 
ming for one to four minutes. 

Lift baby on to bath apron and give cool sponge 
very quickly. 

Lay baby on table and wrap in dry Turkish towel. 

Wipe face and ears with soft face towel ; pat body 
dry with towel. Dry the head thoroughly. 

Do not rub with towel before ten months. 

Dry carefully under arms, in creases of neck, thighs, 
knees, fingers, and toes. 



98 THE MOTHERCRAFT MANUAL 

Remove wet towel. 

In warm weather, after two months, allow an air 
bath one to three minutes, patting or gently rubbing 
skin with the hand. 

Avoid the use of powder, except in hot weather, in 
creases, for fat babies ; powder clogs the pores. 

Put zinc ointment or albolene on chafed places. 

If there is any bulging of the umbilicus, put two^ 
strips of surgeon's plaster across, to hold in place and 
prevent rupture. 

During first four to six weeks, gently draw back 
foreskin in boys and cleanse with boric acid; wash 
genitals of girls with boric solution; apply vaseline. 
Later, general bathing is usually sufficient, and special 
attention is not desirable. 

Dress with dry, warm clothes ; brush hair ; put on 
wrapper or shawl. 

Cleaning Room. Empty tub, scrub, dry thoroughly, 
put away. 

Put toilet articles carefully away from dust. 

Remove soiled clothes. 

Wrap soiled gauze in paper receiver and burn. 

Leave room in order; lower temperature to 
68°-70° F. 

Avoid. Washing the mouth; the saliva keeps it 
naturally clean; the delicate membrane is easily in- 
jured. 

Getting soapy water in eyes. 

Removing wax from ears with instruments; soft 
wax is needed ; hard wax may be softened with a few 
drops of olive oil or liquid vaseline. 

Special washing of genitals after six weeks unless 
hard secretion develops, which should be softened and 
removed with olive oil or liquid vaseline. The usual 
daily bath and washing when diapering will cleanse 
sufficiently; further attention may lead to irritation 
or to bad habits. Unusual redness or secretion or 



CARE OF THE BABY 99 

adhesions should be immediately reported to the phy- 
sician. Circumcision may be needed. Never let the 
child touch these parts. 

Opening of doors, or other sources of draft, during bath. 

Bathroom too warm — above 72° F. 

Sudden change to cool temperature after bath; or 
taking outdoors in less than an hour after bath, in 
cold weather. 

Public bathtub, as in hotel ; infection is possible. 

At any time putting the fingers into the baby's 
mouth unless necessary, and then only after thorough 
washing. 

Care of Nursery. Watch the temperature, humidity, 
and ventilation ; keep the room well sunned. 

Air the room and bedding thoroughly with a strong 
air current from ten to thirty minutes twice a day, 
while baby is out of the room. 

Keep clothing, towels, bedding, and furniture orderly 
and clean. 

Drying of clothing and bedding, or cooking, should 
not be done here. 

When baby is creeping or walking, take special 
care that pins, needles, scissors, matches, and other 
small objects are not on floor or in reach. 

Clean daily while baby is out of room ; dust is the 
baby's worst enemy. 

Dust-raisers, such as corn or whisk brooms, feather 
or dry cloth dusters, are not to be used. 

Carved woodwork or furniture, bric-a-brac or other 
dust catchers are out of place in the nursery. 

Use a vacuum cleaner, dustless mop, oiled or damp 
dusting cloths ; for toys, use a clean damp cloth. 

Wipe floor, window-sills, furniture and toys, and 
vacuum-clean rugs. 

Weekly Cleaning. Vacuum-clean rugs, floor, mold- 
ings, ledges, and walls. 

Hang rugs out of doors from one to three hours. 



100 THE MOTHERCRAFT MANUAL 

Wash or wax floor ; wash window-sills, doors, picture 
frames. 

Hang fresh window curtains, screen curtains, crib 
draperies. 

Wash bassinet canopy; brush bassinet thoroughly 
outdoors. 

Clean carriage frame with vacuum, brush, and damp 
cloth. 

Feeding. The kinds of food, quantity, intervals, and 
times of feeding are important. 

The only natural and adequate food is mother's milk. 
No thoroughly satisfying substitute has ever been 
found, or is likely to be. Mother's milk has the follow- 
ing advantages : 

1. It is germicidal — it contains no harmful bacte- 
ria, and it has elements which destroy disease germs 
in the baby. The babies that are nursed have a special 
protection against such diseases as influenza, whooping- 
cough, measles, scarlet fever, diphtheria. 

2. It is always clean, and therefore greatly reduces 
the possibility of diarrhea. Only one breast-fed baby 
dies to ten bottle-fed babies. 

3. It does not sour. 

4. It requires no time for preparation or care of 
bottles. 

5. It is always ready. 

6. It is balanced in proteins, fats, carbohydrates, 
for the baby's needs, and the proportion of these 
elements changes with his development. 

7. It is in fine, soft curds, adapted to the baby's 
stomach and digestion. 

8. It contains vitamines, the living, organic prin- 
ciples essential to growth, and found only in fresh or 
slightly cooked foods. 

9. It has growth-producing properties found in no 
substitute. In a study made not long since of 100,000 
French soldiers, it was found that the group of those 



CARE OF THE BABY 101 

who in their infancy had been nursed for six months 
averaged heavier and taller than those nursed only 
three months ; the group nursed nine months likewise 
exceeded in height and stature those nursed only six 
months. Similar phenomena have been noted by 
many observers. 

10. It produces better teeth, less subject to decay, 
both first and second set. 

11. Nursing her baby promotes the return of 
pelvic organs to their normal condition, and thus 
promotes the mother's comfort, shapeliness and health. 

12. It fosters her love for her baby, and the baby's 
love for her. 

Patent baby foods are usually either some form of 
dried or condensed milk, or a dextrinized cereal. The 
constituents having been subjected to a high tempera- 
ture, the vitamines have been destroyed; there are 
frequent cases of scurvy among babies so fed. These 
preparations usually contain a high percentage of 
starch or sugar, with an insufficiency of proteins, fats, 
and minerals; this produces plump babies that look 
flourishing in pictures, but that are lacking in solid 
muscles, bone and nerve tissue, and are subject to 
rickets, with little resistance for pneumonia or other 
germ diseases. Patent baby foods, condensed or pow- 
dered milk, are the last makeshift. 

If artificial feeding becomes necessary, clean cow's 
milk is the best substitute. Cow's milk is made for 
the calf, whose stomach and digestion are much coarser, 
and development much more rapid, than the baby's. 
As produced, it contains too high a percentage of pro- 
tein and lime, too low a percentage of sugar and phos- 
phorus, and the curd is too large and coarse for the 
baby's digestion. It is difficult to produce perfectly 
clean, and to keep perfectly sweet until feeding. It 
must be modified carefully, according to the age and 
condition of the baby. 



102 THE MOTHERCRAFT MANUAL 

The formula is a technical matter for the medical or 
dietetic specialist to work out and prescribe in each 
individual case, and to change as the individual baby 
requires ; it is no more a subject for experiment by a 
novice than is a case of fever. The formula prescribed 
must be prepared with scrupulous cleanliness and exact- 
ness. 

As about ninety mothers in every hundred are 
fitted and able, with wise prenatal and postnatal hy- 
giene, to nurse their babies, the subject of artificial 
feeding merits relatively less attention. 

Ability to nurse is affected by conditions long before 
motherhood begins. An active, out-of-door life, with 
freedom from nervous strain or worry, and with clothing 
that does not compress or overheat the breasts, is im- 
portant from childhood. Alcoholism in the mother's 
father, or Csesarean birth of the child, usually inhibit 
nursing. 

The ability is increased by a moderate, nutritious 
diet,i including cereals, milk, water (not exceeding an 
additional quart of liquid daily beyond the mother's 
normal need) ; by quiet mind, outdoor living, moderate 
exercise; by regularity in nursing, and the complete 
emptying of a breast at a nursing. It is decreased 
by a contrary regime, by fatigue, nervousness, or by 
interrupting or discontinuing the effort to nurse. 

Fats are increased by more nutritious diet ; proteins, 
by diet and decreasing the intervals between nursings. 
Fat in the diet does not affect the proportion in the 
milk. Indoor life, with overfeeding and insufficient 
exercise, will unduly increase the proportion of protein 
and cause colic. A too hearty diet, especially if high 
in sugars and starches, will unduly increase the fat. 
Irregular nursing, nervousness, not completely empty- 
ing the breast, decreasing the liquids in the diet, will 
decrease the supply. 

1 See Chapter IX, 



CARE OF THE BABY 103 

Every drop of the mother's milk is of great value to 
the baby. If the quantity or quality is not sufficient, 
nursings should not be stopped, but one or more supple- 
mented with modified milk, prescribed by the physi- 
cian or dietitian, to furnish the balance. Contagious 
disease, except tuberculosis, is not necessarily a contra- 
indication to nursing. Unless the milk disagrees 
with the baby, nursing need not be suspended during 
menstruation; otherwise, modified milk may be used 
temporarily, and the milk regularly withdrawn. Wean- 
ing should be done slowly, substituting one feeding for 
a nursing, and discontinuing other nursings at intervals 
of two or three days. In this way the baby is gradually 
accustomed to other food, and the mother's milk 
gradually disappears. Reducing the diet and omitting 
liquids for a few days will stop the flow of milk. 

While the mother is in bed no more food is needed 
than under ordinary circumstances, as the food require- 
ment is low during rest and the quantity needed by the 
baby is very small (page 118). An excess of food is 
likely to produce indigestion and constipation, and 
actually interfere with nursing. Foods easily digested, 
laxative, rich in minerals (especially lime and iron) 
should be selected through the nursing period. The 
diet list as for children six to eight years of age is a 
desirable one to follow.^ No patent nostrums should 
ever be experimented with; they are worthless when 
not harmful. Beer and all forms of alcohol are par- 
ticularly to be avoided ; they do not increase the 
amount of fluid more than would an equal quantity of 
water or milk; any increase they produce is of fluid, 
not of nutriment ; the alcohol enters the baby's system 
unchanged, and may injure his sensitive nerve cells. 
Doctor D. D. Bezzola, of Switzerland, who has made 
extensive studies of the effects of alcohol upon infancy, 

^ See pages 164, 5. 



104 THE MOTHERCRAt^T MANUAL 

concludes : '' The time may come when we shall see 
that every drop of alcohol taken by the parent means a 
drop of stupidity for the child/' ^ Malt liquors are 
apt to disturb the mother's digestion and cause her to 
put on superfluous fat. 

Constipation in the mother will produce constipation 
in the baby, and laxatives or drugs taken by the 
mother are likely to affect the baby. Anger, worry, 
excitement produce poisons that render the milk in- 
digestible, even poisonous; if these are indulged in, 
the baby should be given only plain or barley water, 
and the milk withdrawn and thrown away for one or 
two nursings. 

Before a nursing the mother should wash her hands 
thoroughly with soap and hot water, and then wash the 
nipples with a saturated boric solution. The feeding 
should be done in a quiet room where there is no noise 
or conversation to disturb the baby, and the mother 
should be composed and relaxed. After the feeding, 
give the baby a swallow of water to rinse out the 
mouth. Wash the nipple again with the boric solution 
and dry thoroughly with a clean towel. A triple fold 
of clean, sterilized gauze, or surgeon's lint, should be 
pinned to the undervest, covering each nipple, thus 
protecting both the nipple and the clothing; this 
should be changed every day. Cleanliness will pre- 
vent thrush in the baby's mouth, and local soreness 
and discomfort for the mother. 

The quantity normal at a feeding will depend upon 
the baby's age, and consequently the size of his stomach 
and the amount needed for his growth and maintenance. 
(See page 118.) The quantity taken at one feeding 
may be ascertained by weighing the baby just before 
and just after a feeding. 

Until recently, two-hour intervals for feeding were 

1 " The Body in Health '' (O'Shea and Kellogg). 



CARE OF THE BABY 105 

prescribed for babies at one or two months, with two 
night feedings. Extensive studies in France and Ger- 
many (where the raising of babies for replenishing the 
army has made infant hygiene a subject of State in- 
vestigation) have proven that babies usually thrive 
better on longer intervals, allowing time for the stomach 
to rest. Some continental specialists advise four-hour 
intervals from the beginning, and with some babies this 
is quite satisfactory. The Table on page 118 presents 
the more usual schedule now recommended. It 
provides for a three-hour schedule at the start, chang- 
ing to four hours at five months, with no feeding after 
10 P.M. The 10 P.M. feeding can usually be dropped 
with advantage at about nine months. To drop a 
feeding, substitute water for a few nights if the baby 
wakes or cries. > 

Regularity is of the greatest importance in the feed- 
ing. Clock schedule should be observed from the first 
day and maintained thereafter. The digestive system 
is much like a machine, pouring out its digestive fluids 
at regular habitual intervals, and doing good work so 
long as this regularity is respected and observed in the 
feeding. Feeding the baby whenever he cries produces 
indigestion, colic, irritability, self-indulgence. 

Ten to fifteen minutes is the usual duration of a 
feeding. The first milk is thinner, the latter part of 
the nursing richer. Generally one breast is taken at 
a feeding, the other breast at the succeeding feeding ; 
if the quantity in one is insufficient, both may be used 
at one feeding. Neither the mother nor the baby 
should go to sleep during the nursing. If the baby 
dawdles, the food may be taken away until the next 
time. He should stop a minute at the end of each five 
minutes, to rest and breathe. If he regurgitates or 
vomits up after nursing, he is being fed too much, 
or the intervals are too short. 

When the baby has finished, he should be handled 



i 



106 THE MOTHERCRAFT MANUAL 

very gently for the succeeding hour. His condition is 
not unhke that of an uncorked bottle. He should lie 
or sit quietly without jolting or rocking, much less 
tumbling or other vigorous manipulations. Lay him 
on his right side if he is inclined to eructation; on 
the left side in diarrhea or intestinal trouble, to open 
the rectal valves and allow gas to escape. 

Between feedings, the baby should be given pure 
water, 65° to 70° F., at regular intervals, several times 
a day ; or during the night if he cries. It can be given 
the first month from a sterilized medicine dropper, then 
from a spoon ; the use of a cup may begin at five or 
six months. 

If the water is not perfectly pure, it should be boiled 
twenty minutes; to remove sediment, strain through 
several thicknesses of sterilized cheesecloth. 

Strained orange juice or prune juice, without sugar, 
at first diluted one half with water, may be given daily 
at six months, or earlier if the baby is constipated. 
Begin with one teaspoonful and gradually increase to 
four tablespoonfuls at six months. It should be given 
an hour before feeding time. 

At six months a scraped, clean chicken or chop bone 
(after being cooked) may be given once or twice a day, 
a quarter hour before feeding, to exercise the jaws 
(being very careful that it is not dropped on the floor). 
At ten months this may be replaced once a day by a 
hard crust to be sucked after feeding, watching that 
the baby does not break off any pieces, or removing 
these from his mouth. 

No other food should ordinarily be given until nine 
months, when weaning may usually begin by sub- 
stituting for one nursing a feeding of milk and strained 
cereal, given with a spoon or from a cup. The formula 
should be prescribed by the physician or dietitian. 
Whether a hahy should be completely weaned at nine 
months or at twelve will depend upon the condition of 



CARE OF THE BABY 107 

the baby, quality of the mother's milk, and the season. 
The baby and the milk should be examined, and the 
physician's or dietitian's advice followed. Starch is 
not normally digested under nine months ; solid food or 
lumps may cause convulsions. 

Stools. There should be at least one normal move- 
ment every day ; some babies have two or three. 

Begin the second week to establish regularity. 

A movement is most likely to follow a feeding in 
early morning and the afternoon. 

Normal stools are yellow, soft, and smooth. 

If gray or brown, with mucus, blood, or undigested 
food, report to the physician. 

If green or with foul odor, report immediately and 
substitute barley water for feedings. Spinach will cause 
green stools, or they may turn green an hour after re- 
moval ; this is normal. 

Keep the bowels in good condition by giving plenty 
of water, fruit juice, and abdominal exercises; avoid 
enemas, suppositories, and laxative drugs, all of which 
are detrimental. 

Sleep. During his first year this should be the baby's 
chief occupation. Any period of rapid growth in- 
volves much work on the part of all internal organs, 
and a low power of resistance. In this twelve months, 
the weight trebles, and the length increases about one 
half ; the brain increases its weight nearly three times, 
and has by far more work in learning new adjustments 
than in any similar period later in life. 

The amount of sleep required at different stages is 
shown in the table on page 118. 

The baby should always have his own bed, and if 
possible, his own room. He should preferably sleep 
outdoors except (1) in rain or falling snow, (2) damp, 
fogging weather, (3) with snow melting, (4) dusty, 
windy weather, (5) temperature below 40° F. or above 
90°. The night air is as healthful as that of the day 



108 THE MOTHERCRAFT MANUAL 

with these same provisions. A sleeping porch is an 
investment that will pay high dividends all through his 
life. 

In dry, still weather, 68° to 95° F., the baby may be 
taken outdoors two or three days after his arrival; 
otherwise he must gradually be accustomed to the cooler 
outer air by being taken into a room with windows 
open on one side (wrapping him up judiciously), 
reducing the temperature every few days, until at 
one month he is breathing a temperature of 65° F., 
at two months of 55° F., and at three months, he can 
breathe it nearly at freezing (32° F.). Abrupt changes 
should be carefully avoided. Pure cold air is invig- 
orating; stale air is poisonous; air too dry injures 
the mucous membrane of the nose and throat; air 
too moist is oppressive ; all of these develop colds and 
pneumonia. 

When the baby is indoors, there should be a constant, 
quiet current of fresh air, except during dressing and 
bathing. The air should be regulated, not by guess, but 
by a reliable thermometer (tested at the baby's head), 
and the equally important hygrometer for humidity, 
when there is not a constant intake of fresh, outside air. 

The room temperature should not exceed 70° F. 
the first three months, and 68° F. later, when the baby 
is dressed. It may advantageously thereafter be 
65°-68° ordinarily. When the baby is sleeping, or 
playing with wraps on, it is of vital value to have it 
lower, graduating it from 40° to 60° according to cir- 
cumstances. Cold air is vitalizing; warm air is 
devitalizing. An open fireplace, with one window 
lowered from the top, or a six-inch window board for 
very cold or windy weather, will provide reasonable 
ventilation. 

A baby has more room and sleeps more comfortably 
in his basket or crib than in a carriage. When awake, 
he needs more space to roll, kick, creep, walk. In the 



CARE OF THE BABY 109 

open country, he is much better off on the veranda or 
in the nursery with windows open, lying in his basket 
or pen, than rolled up in a carriage. Babies un- 
fortunately housed in city apartments or crowded tene- 
ments must sometimes be confined in a carriage for 
the sake of getting to the open air. In a sunny, open- 
aired room or by an open window is better for a baby 
than down in a dusty street. The air at higher levels 
has less dust and fewer germs. The roof of an apart- 
ment house, if there is protection from chimney gas, 
hot sun, and high winds, is preferable to the street. 
He should never be put on the ground without the pro- 
tection of a waterproof and blanket or rug to prevent 
chilling. 

Making and Care of Bed. Lay in the mattress — 
preferably a washable folded quilt, laid smooth, or a 
floss, hair, or straw-filled mattress. 

Cover mattress with papricloth nursery blanket or 
light-weight rubber sheeting, laid smooth. 

Over this, lay the large quilted pad or felting. 

Lay on the lower sheet, tucking it under the mat- 
tress. 

Lay a small quilted pad under the baby's hips, or 
use a large size pad for older, tossing babies. 

Lay a flat quilted or hair pad (which may be covered 
with a cotton or linen slip) or a folded diaper or soft 
folded towel for the head and face; a pillow is in- 
advisable. 

Put on the top sheet and the coverlet, folding the 
sheet back six inches over the top of the coverlet for 
protection, and tucking in at sides (not tight) and at 
foot. 

For cold weather, especially outdoors, put in first a 
woolen blanket. Lay several newspapers between 
this and the mattress, and when the baby is in, fasten 
this over the coverlet like a sleeping bag; for cold 
weather a knit or woolen sleeping bag is desirable. 



110 THE MOTHERCRAFT MANUAL 

When the baby is out of his bed, it should be taken 
apart, both morning and afternoon, shaken, thoroughly 
aired, and sunned. 

In cold weather, the bed should be warmed before 
putting the baby in, and flannelette may well be used 
instead of muslin sheets. 

Change sheets and pads whenever they are wet. 

The crib bed is cared for in the same way. Padded 
side protectors should not be used, as they prevent 
good ventilation. The light-weight, washable side 
curtains may be used, but these on only one side and 
end ; they should be removed and washed every week. 
The screen will furnish ample protection from drafts. 

The bed should always be placed where it has a 
quiet current of fresh air but not a draft, strong wind, 
or hot sun. The basket should rest firmly on its stand, 
or a large table, or dry surface, never on the floor. 
Protection should be provided against flies, mosquitoes, 
cats, dogs, falling objects; and after eight months, 
against the baby's climbing and falling out. 

^' Putting the baby to sleep '* should consist in laying 
the baby in his stationary bed, — warm, dry, com- 
fortable, protected, — to go to sleep by himself. 
Rocking disturbs the circulation in the brain, produces 
only light sleep, and is bad for the nervous system. 
Babies often cry at first, when laid in bed, merely to be 
taken up, rocked, or played with. To humor them 
in this way is to cultivate in them self-indulgence, 
irritable temper, and tyranny. If let alone they may 
cry themselves to sleep for a few nights, but this will 
do them no physical harm; they will have learned 
their lesson, and the family will be spared further 
trouble. 

The baby should not always be laid on his back, but 
may be laid on one side, or on his stomach, turning his 
head to one side and putting a flat pad under his chest. 
The latter position is not only a restful change, but 



CARE OF THE BABY 111 

also promotes digestion and encourages development 
of the muscles at the base of the head and in the upper 
back. 

Disturbed sleep may be caused by bad air, over- 
clothing, rough clothing, cold feet, indigestion, thirst, 
need of circumcision, a habit of rocking. It is not 
necessary to keep the house in silence while the baby 
is sleeping. Sudden and boisterous noise should be 
avoided, but the baby outdoors or in his own room 
learns to sleep undisturbed by ordinary conversation, 
music, household activities. 

The baby should be gently wakened, if asleep at 
feeding or bath time. After a few weeks, his system 
will be so trained that he will naturally waken at these 
times. 

The regular waking of the baby should be antici- 
pated, and the mother or nurse should be there at the 
time to take him up, change the diaper, and make 
him comfortable before he begins to cry. Waking time 
should be a smiling time. 

Play and Exercise. The first play is simple, mus- 
cular play of limbs. 

After the first month, arrange clothing and covers 
so there is great freedom for kicking, twisting, rolling, 
stretching, pulling. 

After two months, baby will not sleep so much and 
will be more active with hands, arms, legs. 

He should have a pen or yard, raised six inches above 
the floor ; or a board may be made to fit over mattress 
of crib. Pen or board should have woolen blanket 
and quilted pad over it ; let baby kick and roll freely. 
The floor is bad because of drafts and dust. A large 
dry-goods box, raised, is better than the floor. 

Do not prop a baby up in a sitting position until 
he is strong enough to hold himself up five minutes 
without support; then allow sitting position for only 
ten minutes at a time, not on the table or bed with the 



112 THE MOTHBRCRAFT MANUAL 

feet extended in front, but in a carriage or chair, legs 
bent at knee. 

After two months place objects for him to grasp 
toward, upward, and forward. 

As soon as the baby learns to smile, this becomes a 
little game. At six or eight months, he begins to play 
with vocal sounds, at peek-a-boo and pat-a-cake. 
Boisterous play, tossing, tumbling, tickling, are too 
severe for the delicate nerves; his laughing at this is 
a symptom rather of nervousness than of joy. The 
baby is not a plaything for his elders. The hour be- 
fore bedtime is a good time for quiet mothering. 

Motor development during the first year normally 
approximates the following plan. 

Eyes begin to focus at about six weeks ; coordination 
not well developed until three months or later; real 
tears, from the lachrymal glands, begin at about three 
months; knows mother or nurse by sight at about 
three months. Voluntary smiling begins at about five 
weeks, laughing at five or six months. Ability to sit 
alone develops at from six to eight months, to stand 
alone at twelve to fourteen, and to walk alone at four- 
teen to eighteen months. 

Exercises. Special exercise may begin at three or 
four weeks of age. Begin with one exercise, and three- 
minute periods. Each fortnight time may be increased 
two minutes up to twenty-minute limit. Add new 
exercises gradually, at two-week intervals. 

All exercises should be given slowly, rhythmically, 
two hours after a feeding, when baby is in happy mood ; 
before bathing in mid-morning, or in mid-afternoon, is 
a good time. Do not permit fatigue or test endurance. 

Always do the exercises in the same order, thus 
cultivating motor memory. 

Lay the child on the padded nursery table; have 
clothing loose, or preferably without clothing; diaper 
unfastened ; no drafts ; temperature at 70° to 72° F. 



CAEJS OF THE BABY 113 

Arm movements. For development of chest, upper 
back, upper arms. 

1. Take hold of each hand; extend arms straight 
on table, at right angles to body, saying '' down '', 
4 times ; bring hands together in front of body as in 
clapping, saying '' up '\ 4 times. (Figures 1, 2.) 

2. At " down '', bring arms down to sides, parallel 
with body ; at '' up '' stretch arms upward to table 
above the head (if baby objects, each arm may be done 
separately) 4 times. Keep his elbows straight in both 
exercises. (Figure 4.) 

Leg movements. For trunk and leg muscles; over- 
coming constipation. 

1. Grasp foot, bend knee to body; do alternately 
with right and left, each 4 times ; then both together 
4 times. (Figure 3.) 

2. Grasp leg, keep knee straight, bring leg to right 
angles with body ; take each leg alternately, 4 times ; 
then together, 4 times. Avoid sidewise movement. 
(Figures 5, 6.) 

When the child is able to lift his head, he may be 
allowed to pull himself up as far as he can, holding the 
nurse's hands. Grasp his hands firmly so he will not 
suddenly lose his hold and fall back ; do not pull him, 
but let him develop strength to pull himself to a sitting 
position. (Figures 7, 8.) 

At first let him immediately lower himself to lying 
position, gradually sitting up one minute, and slowly 
increasing by one minute. 

Many babies at about eleven months go on all fours, 
bear-fashion. At this stage the wheelbarrow exercise 
can begin, grasping the baby's feet and lifting them 
up while he supports himself on his hands and arms. 
This is strengthening for arms, chest, back, and trunk. 
At this age the substituting of rompers for dresses per- 
mits more freedom of action and minimizes accidents 
from tumbling. 



114 



THE MOTHERCRAFT MANUAL 



Crying. Every baby does some crying, and every 
cry has some meaning. The wise mother will find the 
cause and will, if necessary, remove it. She will 
never use pacifiers, sugar, soothing syrups, loud noise, 
trotting, bouncing, tossing, irregular feeding, all of 
which are injurious to the baby's sensitive nerves. 



Causes of Crying 
Painless, spontaneous exercise 



Physical discomfort . 

Clothing wet ; pins in clothes 
Clothing wrinkled, tight, op- 
pressive 
Clothing rough, hot 
Bed rough, covers tight 
Tired of one position 
Air oppressive, stale, too 

warm, dry 
Cold feet, thirst, overfeeding 
Sleepiness, overtired, hunger 
Teething, constipation 
Colic, gas, indigestion 



Illness 

Psychological : 

Desire for attention, espe- 
cially at night 
Desire for things forbidden 



Nature of Cry; Treatment 

Vigorous, red-faced. Usually 
at feeding, bathing, dressing ; 
3-20 minutes. Necessary 

Fretful or sharp; continued 
Remove cause 
Practice better hygiene 
Rub the back, with downward 
strokes 



Sharp, intermittent ; feet drawn 
up 

Moan, wail, feeble, intermittent 

Lusty, continued 

Stops when desire is granted 

Will soon stop if ignored 



A pernicious habit of self-indulgence and tyranny is 
cultivated if the baby learns that he can get his de- 
sires by crying. If indulged, even at a few weeks of 
age, he develops temper, self-indulgence, and disrespect 
for authority. If no attention is paid to such crying, 
or desires cried for are denied, he soon learns self-con- 
trol, self-reliance,* respect for law and authority. 




Fig. 1 




Fig. 3 




Fig. 5 





Fig. 4 




Fig. 6 






^^ m 


< ^ 


m 






'^^m 



Fig. 7 Fig. 8 

Exercises for the Babv. 



CARE OF THE BABY 



115 



Infant Mortality.^ Chief causes presented in the 
order of their frequency. 



Immediate Causes as Given in 
Mortality Statistics 



1. Diarrhea and indigestion 



2. Pneumonia, croup, colds 



k 



Congenital debility 

(weakness at birth) 



4. Contagious diseases : 

whooping cough, diph- 
theria, measles 



Underlying Causes 

Ignorance ; poor hygiene 

Low vitality 

Bottle feeding 

Unclean milk and preparation 

Solid food too early 

Irregular feeding 

Ignorance ; poor hygiene 

Congenital debility 

Indoor living 

Overheated, overdry rooms 

Tobacco smoke in rooms 

Overclothing ; overfeeding 

Playing on floor 

Sitting on unprotected ground 

Adenoids, enlarged tonsils 

Ignorance ; inadequate pre- 
natal hygiene 

Weak heredity 

Poor health of parents 

Use of alcohol by parents 

Syphilis 

Self-indulgence of parents 

Lack of continence during preg- 
nancy 

Poor nutrition of mother 

Overwork of mother 

Too short interval between 
births (less than two years) 



Ignorance ; poor hygiene 

Lack of resistance 

Indoor living 

Infections in crowds, streetcars, 

stores, dusty streets 
Infection of colds from family or 

visitors ; kissing 
Adenoids, enlarged tonsils 
1 For statistics, see Appendix, 



116 



THE MOTHERCRAFT MANUAL 



Defects Easily Acquired 
in Infancy 1 

Spinal curvature 



Bow legs 

Narrow pelvis 
Misshapen ribs and chest 

Rupture 

Internal displacements 

Enlargement of stomach 
Tender or deformed feet 



Nervousness 



Causes 

Careless lifting, holding, or 

laying down 
Sitting up too early or too long 

Diapers too thick 
Standing too early 
Inadequate feeding 

Diapers too tight 
Binders too tight 

Clothes too tight 
Rickets 

Binder too tight 
Binder worn too long 
Rough handling 

Careless lifting or holding 
Jogging, tossing 
Too long sitting 

Overfeeding 

Feet kept too warm, perspiring 
Shoes tight, rough, non-porous 
Shoes worn too early 
Use of " baby walker " 
Walking too early 

Irregularity 
Indoor living 
Wrong feeding 

Lack of training in self-control 
Nervousness of attendant 
Disturbance of sleep 
Need of circumcision 
Excitement ; tickling, tossing, 
rocking 



Frequent among preventable illnesses of infancy are 
colds, constipation, colic, rickets, scurvy, marasmus.' 



^ For statistics on infant mortality, see Appendix. 



1 



CARE OF THE BABY 117 

Remedies 



Bad Habits to be Guarded 
Against 

Putting fingers in mouth Give suitable toys 



Thumb sucking (produces ugly Put aloes orgolden seal on fingers 
mouth, self-indulgence ; may Put on sleeveless sack dress 
cause infections, adenoids) Put on aluminum mitts 

Screaming, tantrums Leave alone 

Deny object desired 

Masturbation Medical examination 

Circumcision 
Local cleanliness 
Toys; occupation 

To state the underlying causes of infant mortality 
and defects is at the same time to emphasize their 
preventability and to indicate the method of preven- 
tion. The pathos is less in the high rate of death and 
illness than in their needlessness, — if only young 
women and young men were provided with even a 
meager preparation for this responsibility ! The follow- 
ing are representative judgments expressed repeatedly 
by physicians everywhere. 

*' The problem of infant mortality is not one of 
sanitation alone or housing or indeed of poverty as 
such, but is mainly a question of motherhood/' 

— Doctor G. Newman (English). 

'' The parents in their homes are largely responsible 
for the high infant mortality.'' 

— Doctor Ira S. Wile (American). 

It is advisable to have the baby examined by the 
physician once a week during the first three months 
and at least once a month thereafter during the first 
year. If the daily regime is followed carefully, with 
judgment, the baby will probably gain normally in 
weight, be rosy and happy, free from any illness. The 
first year is the critical year, the time for every pre- 
caution both to prevent defects and promote vigor. 



118 



THE MOTHERCRAFT MANUAL 



s 

O 

Q 

H 

O 

El 



P4 


(N tH O O) 00 CD LO 
(M (M (M tH t-i tH T-l 


CD 
M 
P 
O 


6, 9, A.M., 12 noon ; 3,6, 10 p.m. 
6, 10, A.M. ; 2, 6, 10 P.M. 


Is 

t-4 '-' 


CDC0C0C0COCOCOCOC0COC0^-<!:l<^^^-<:J<^ 


Total 

Ounces 

IN 24 

Hours 


rf<<X»C75(M»O00i-l'^i0t-O(M^t>-OTH(M 
rHTHrHC<I(M(N(MCOCOCOCO'«!^'^'^ 


Ounces 

AT 

Each 
Feed- 
ing 


r-l|N rH|(N H|(N r^H r-l|(N H|<M h!N rHl^H hIM 


No. 

OF 

Feed- 
ings 


r^^(;D^<X>COCDCDCr>CDC040t010U:)>LOlOLO 


n 


X) |. g. . . . . 3 :: . = 
■g >. -c •S T3 -s ■S 5 5 ■^ -S ■£ ■S -S 

^ ^ :S 5 :g:S-|,- ,,,,,,,, -2 


Average 
Weight 
OF Baby 

IN 

Pounds 


t^ t- h|tJ»h|n 00 O ^ CO lO CO CD t- 00 rH 
t-t- T-|iHTHTHTHTHrHTH(M 



¥ 



CHAPTER VIII 

THE PHYSICAL CARE OF YOUNG CHILDREN ^ 

" The care and improvement of the child's health is of para- 
mount importance. A sound and efficient body is his initial stock 
in trade for winning the rewards of life.'* 

— Life Extension Institute. 

" Instruction can wait, but the demands of health are impera- 
tive." 

— William H. Burnham. 

" If only the intentions of nature were respected during the 
period of growth and development, the problem (of ill health) 
would by no means be so serious." 

— Lewis M. Terman. 

** The sound body and vigorous health are the foundation with- 
out which the higher qualities of mind and heart develop pre- 
cariously or feebly, or fail to realize their possibilities. The basis 
of education is and must be physical." 

— ^J. M. Tyler. 

The Foundations of Efficiency. It is the business of 
the home to develop in children such vitality that they 
will enjoy exuberant health in childhood, acquire 
habits of good hygiene, lay the foundation for endur- 
ance, beauty, and longevity in manhood and woman- 
hood, and bequeath vigor of constitution to their 
children. The slogan is '' Prevention — Vitality — 
Efficiency." 

For efficiency the organs must be approximately per- 
fect, and their functioning sure and strong. 

^ See Preface, page xiii. 
119 



120 THE MOTHERCRAFT MANUAL 

The ultimate physical sources of power are : 

1. Good nutrition and sound digestion 

2. Sound, active lungs 

3. Vigorous kidneys 

4. Strong heart 

5. Steady nervous system 

That is, there must be ample intake of food and oxygen, 
thorough removal of waste, quick distribution of fuel, 
oxygen, and waste, economical working of the organism. 
The whole body must be organically sound, and all its 
functions must go on efficiently and vigorously. 

Developing Vitality to Resist Disease. Disease may 
be due to : 

a. Some defect of structure in an organ as the heart, 
spinal column, eye, tooth 

b. Ineffective functioning of an organ or system, as 
in constipation, slow circulation, shallow breathing 

c. Low resistance to disease germs or poisons, as 
in the contracting of influenza, diarrhea, pneumonia, 
whooping cough 

The Means for Developing Vitality. 

1. Good nutrition. This involves sound digestion 
and assimilation. It can be assured only through : 

a. Wholesome foods, adapted to the age in quantity 

and preparation 

b. Sound teeth 

c. Regularity in feeding 

d. Right conditions in feeding 
Eating slowly 

Chewing well 

Avoiding severe exercise within an hour after 

feeding 
Eating not less than 1 to 3 hours before bedtime 
Eating in a cheerful frame of mind 
Food at approximately body temperature 



PHYSICAL CARE OF YOUNG CHILDREN 121 

2. Thorough ehmination of waste. 

a. Through the lungs by oxidization. Deep and 
adequate breathing accompHshes the two ends of ehm- 
inating some of the poisonous waste (as carbon dioxide 
from the lungs) and bringing quantities of oxygen to 
the internal cells for burning up of waste. Active phys- 
ical exercise and the habit of deep breathing are both 
necessary. 

b. Through kidneys and intestines. These are Na- 
ture's plumbing system for removing poisonous waste. 
Regularity in these functions should become a habit in 
early childhood. There should be a bowel movement 
once or twice a day. Abundance of laxative foods in 
the diet, water between meals, outdoor life and activity, 
are natural means of regulating these functions. 

3. Regulation of bodily heat. Colds and chills 
pave the way for vital disorders. They are not always 
symptoms of an infection. They are often due to 
poor training of the nerves in the skin to respond quick- 
ly to changes of temperature. The training of these 
nerves can come only as that of any other nerves — 
through their exercise. Indoor and sedentary life 
does not supply sufficient exercise for them; for this 
exercise there is required : 

a. A low slightly variable temperature, 65°-68° F. 
indoor 

b. Perceptible air current 

c. Air baths, sun baths, and cold-water baths ad-" 
ministered with judgment 

4. Good circulation of blood. The blood is the 
only avenue by which nourishment can be brought to 
the cells or their poisonous waste removed. So far 
as it can be directly controlled, circulation may be 
quickened by abundance of exercise, cool temperature, 
wise distribution of porous clothing. The child should 
be taught how to quickly warm hands or feet by special 



122 THE MOTHERCRAFT MANUAL 

exercise, rolling or shaking of hands, stretching the 
arms and forcefully opening and shutting the hands, 
slowly rising and sinking on the feet, running, alter- 
nately stretching the toes and heels, rubbing the feet. 

5. Protection of nose, throat, and chest. Nature 
has provided the nose with a delicate mucous lining 
that constantly secretes a fluid which has the power to 
destroy germs that may enter with the air. If this 
moist mucous lining becomes dry, it cannot function. 
It will not become dry unless the indoor air is too dry, 
as is the case in artificially heated rooms unless addi- 
tional moisture is supplied by open dishes of water and 
by constant intake of outer air. The throat likewise 
suffers in a dry atmosphere. 

Bundling the throat and chest keeps the skin moist 
and makes it more susceptible to congestion; they 
should be made resistant to congestion by deep 
breathing and daily cold sponging. Adenoids and 
enlarged tonsils are abnormal growths of lymphatic 
tissue in the nose and throat that make breathing 
difficult and inefficient, and that become breeding 
places for germs. The infection that they harbor 
leads frequently to colds, earache, deafness, tonsilitis, 
diphtheria, measles, scarlet fever. They obstruct the 
breathing and reduce the supply of oxygen, spoil the 
shape of the face, reduce the ability to think, and by 
their discomfort produce irritability and nervousness. 
They greatly interfere with the vitality. Adenoids 
should therefore be removed, and tonsils treated, their 
removal being a last resort when they are diseased. 

6. Maintaining high count and efficiency of red 
blood corpuscles and of leucocytes in the blood. The 
red blood corpuscles carry oxygen. Evident symptoms 
of their inefficiency are paleness, low vitality, inertia. 
The leucocytes are the special blood cells that attack 
disease germs which have made their way past the 
sentinels in the nose, throat, and stomach. The num- 



PHYSICAL CARE OP YOUNG CHILDREN 123 

ber and efficiency of these bodyguards is increased by 
outdoor exercise, cold-water baths, air baths, sun baths, 
by adding more mineral food to the diet. 

Additional means of preventing development of 
germ diseases are: (a) protection from contagion; 
(b) injecting of antitoxins. The greatest preventive, 
however, is internal resistance, since disease germs are 
usually in the atmosphere and are entering the system 
every day through the nose and mouth. 

7. Storing of nervous energy. This is possible only 
through abundant sleep, regularity of regimen, tem- 
perance, moderation, self-control, avoidance of stimu- 
lants, narcotics, or dissipation. Nature has intended 
that childhood shall be a period of accumulating and 
conserving nervous reserve. 

The effect of any regimen or any exception to a prin- 
ciple of good hygiene must be measured not simply by 
its immediate results but even more by its remote con- 
sequences. Nature is patient, long suffering, and will 
endure much abuse without great protest, but Nature is 
also an accurate bookkeeper and remorseless creditor; 
every debt must at some time be paid on demand, — 
it may be five, ten, forty years later, or in the lives 
of the succeeding generation. Nature makes no allow- 
ance for ignorance of her laws. Parental love cannot 
atone for lack of knowledge or experience. The death- 
rate from tuberculosis rises considerably among girls 
in their twenties. To what extent is this due to gen- 
eral poor hygiene, indoor life, lack of exercise, in 
childhood ? Diiring the last quarter century there has 
been a marked increase in the death-rate during mid- 
dle age from kidney disorders, cancer, heart disease, 
insanity. It may well be asked to what extent these 
are due to habits of irregularity, over-feeding, wrong 
feeding, self-indulgence, nervousness, acquired in child- 
hood. 



124 



THE MOTHERCRAFT MANUAL 



Children's Typical Physical Regimen 



1 to 2 Years 
6: A.M. 

Toilet 
Milk 
Some children at 
this age will re- 
main quietly in 
bed for an 
hour after tak- 
ing milk, when 
the schedule 
for children 2-9 
for rising and 
bathing may 
be followed 
Others are 
ready to be up, 
and these may 
have a cool 
sponge to chest 
and back, with 
bath at mid- 
day or evening. 



Fruit juice; toilet 
Outdoors or play 

in open-air 

room 



2 TO 9 Years 
6 : 30-7 A.M. 

Wakens 

Stretching for circulation and 

gradual increase of heart 

action 
Put on bathrobe and slippers, if 

cool 
Open bed to air 
Taken to toilet 

Teeth brushed ; mouth rinsed 
Drink of water 
Vigorous exercise or play 2-5 

minutes 
Fruit juice 
Face and hands washed, cool 

water 
Rubbing of entire body, 2-4 

minutes 

(Rub from extremities toward 
heart) 
Bath as prescribed, 2-4 minutes 
Dressing: 5-15 minutes 

(After . three years, child 
should dress himself) 
Bed, room, night clothes opened 

to air 
Children who have not slept out- 
doors should get out for 5-20 

minutes vigorous play before 

breakfast 

7 : 30-8 : 00 
Breakfast 
Toilet (time for regular bowel 

movement) 
Hands washed 
Teeth brushed 

Bed made, bedroom put in order 
Outdoors by 9 a.m. (earlier in 

summer) 
If inclement weather put on 

out-door wraps ; open windows 

in room for open-air play 



After 9 Years 

(Same as 2- 
9 years.) 



(Same as 2-9 
years.) 



Outdoors 
^-1 hour 
before 
school 

Open-air 
school 



PHYSICAL CARE OF YOUNG CHILDREN 



125 



Toilet 

Mid-morning 
meal 

Teeth brushed 

Toilet 

Outdoors 

Undressed ; 
drink 

Bath ; toilet ; nap 



Toilet; dressed 



Dinner 

Toilet 
Outdoors 



Drink water 



Indoors; toilet 
Supper 



Undressed ; 
teeth ; toilet ; 
in bed 

Toilet 



10 : 00 A.M. 
Glass of water 



10:30 



Fruit 
Toilet 



11:30 

Hands washed, finger nails 
cleaned ; preparation for dinner 
12:00 
Dinner 

12 : 40 p. M. 
Toilet 

Hands washed 

Undressed for bed ; remove shoes, 
stockings, dress, waist, trousers 
1:30 



2:00 
Toilet ; dressed ; bed made 

2:30 
Glass of water 
Outdoors, or open-air play indoors 

4:30 
Indoors ; toilet, glass of water 
Hands washed, finger nails 

cleaned 
(Warm bath 2 or 3 times week; 
cool sponge in summer) 
5:00 
Supper 

5:30 
Undressed ; teeth brushed 
Face, neck, ears, feet washed 

6:00 
In bed (6 to 9 years at 7 : 00) 



10:00 
Toilet (until 6 years) 



Water 



Dinner 

Outdoors 
h-1 hour 



In open-air 
school 1- 
3 hours 



Outdoors 3- 
4 hours 



Supper 



126 



THE MOTHERCRAFT MANUAL 



Sleep. Quantity. All the sleep a child can get is so 
much of fortification against the inevitable stress of 
later years, as well as conducive to his immediate 
vitality, comfort, and good nature. Children vary 
individually; often, however, the nervous child who 
needs most sleep is least willing to take it. Children 
should sleep as much as they want to and should 
approximate the following amounts as a minimum. 

Approximate Average Requirements ^ 



Age 




Hours of 

Sleep 


TiMte IN Bed 


12 months 


15 


6.00 P.M.-6.00 A.M. 








midday nap 2-3 hours 


1-4 years 


14 


6.00 P.M.-6.00 A.M. 








midday nap 1-2 hours 


4-6 


tf 


13 


6.00 P.M.-6.00 A.M. 
1 hour midday rest 


6-8 


>> 


12 


7.00 P.M.-7.00 A.M. 
1 hour midday rest 


8-10 


»9 


lU 


7.30 P.M.-7.00 A.M. 


10-12 




11 


8 00 P.M.-7.00 A.M. 


12-14 


J9 


lOi 


8.30 P.M.-7.00 A.M. 


14-16 


>> 


10 


9.00 P.M.-7.00 A.M. 


16-18 


» 


n 


9.30 P.M.-7.00 A.M. 



Conditions. 1. Bed alone. No one can sleep as 
comfortably or restfuUy with another person as alone. 
With little children, moral as well as physiological 
possibilities are to be considered. 

2. Room alone, if possible, especially for children 
under six, that they may not be disturbed. 

3. Outdoors if possible, on a sleeping porch, with 



1 Adapted and amplified from the Ninth Year Book of the 
National Society for the Study of Education, by permission of the 
author, Doctor Thomas D, Wood. 



PHYSICAL CARE OF YOUNG CHILDREN 127 

bedding protected from dampness, and provision made 
for first warming the bed at night in cold weather. 

4. Room cool and with current of outside air, if 
sleeping indoors. Temperature not above 60"" F. 
and may be as low as 50° F. to advantage for normal 
children over six months, or 32° F. without harm, with 
ample bedding and warm night clothes. Warm 
wrapper or shawl should be provided to wrap around 
the child when taken out of bed. 

5. Children beyond infancy (1| years) should have 
their supper an hour before bedtime until eight or 
nine years of age, and thereafter two hours before bed- 
time. Children should be taken up for the toilet at a 
regular hour, either nine or ten o'clock, until six or 
eight years of age, to prevent bed-wetting or disturbed 
sleep. 

6. Every condition should be provided for complete 
relaxation and sound sleep, not light semi-sleep. 
Among these conditions, besides the foregoing, are: 

Lights extinguished in sleeping room ; 

Stationary bed that does not rock ; 

Story-telling before child is undressed, not after he is 
in bed, that the mind may not be filled with vivid 
images, or brain congested, when trying to sleep. 

Evening stories should be quiet, restful, happy, 
without gruesome, melodramatic, exciting, or sad at- 
mosphere. 

Chanting, humming, rhythmic singing, is relaxing, 
and five or ten minutes of this after child is in bed may 
be advantageous, especially with nervous or unruly 
children. 

Massaging down the back, in long slow strokes, will 
relieve the congestion of the brain. 

Give the child one toy to occupy his hands; pro- 
hibit more than one, to prevent mental activity. 

Bedtime should not be a time of punishment, re- 
calling of misdeeds, scolding; leave that until the 



128 THE MOTHERCRAFT MANUAL 

child is most vital, in mid-morning or afternoon. 
Bedtime should be a quiet, happy time. 

A thought impressed upon the child as he is falling 
to sleep, or directly after, especially if it is repeated 
for some days or weeks, is absorbed by the subcon- 
scious mind and has profound influence upon motives 
and action. The suggestion may be given aloud to 
the conscious mind while the child is still awake, or 
repeated softly or thought intensively, after the con- 
scious mind is dulled by sleepiness. 

The child should learn, from early babyhood, to go 
to sleep by himself, without a light, with the door 
closed. This is a most important training in self- 
reliance. 

If these conditions are observed, sleep should be 
restful and undisturbed. Possible disturbing condi- 
tions may include constipation, indigestion, intestinal 
worms, nervousness. The matter should be reported 
to the physician. Bed-wetting may be overcome by 
taking the child up during the night, by giving no 
liquid after four o'clock, by promise of rewards, by 
mental suggestion. Circumcision may be needed. 
Punishment is worse than useless. 

The Afternoon Nap. The same general conditions 
should be provided. The room or sleeping porch 
should be darkened, and ample ventilation and light 
covering provided. The outer clothing, shoes, stock- 
ings should be removed, and nightgown put on over 
the underwear; or the child may be completely un- 
dressed as at night. If the child is disinclined to sleep 
at nap time, use the spinal sponging with warm water, 
the spinal massage, and undress completely as at night. 
Even if the child does not sleep, he will receive the 
much-needed relaxation, and the resting of spine and 
heart, the work of which is greatly reduced while lying 
down. 

Waking. The waking time should always be antici- 



PHYSICAL CARE OF YOUNG CHILDHEN 129 

pated, and some one should be at hand to take the 
child at once to the toilet, to speak to him and re-assure 
him. This is important both for physical and moral 
reasons. Waking should be a happy time. 

Clothing. Clothing should be comfortable to body 
and mind ; it should provide freedom of action and 
thought, cultivate modesty, simplicity, democracy, 
daintiness, avoiding self -consciousness or vanity. 

Too much clothing keeps the skin moist, and is a 
cause of colds. 

Distribute clothing judiciously; avoid overclothing 
trunk and chest, underclothing legs. 

Underclothing. Use light-weight underwear and 
give additional warmth by extra wraps as needed. 
Adapt clothing to the actual weather conditions, not 
to traditions of seasons. Avoid sudden changes, as 
from heavy play suit to thin suit. 

Underclothing may be all cotton or part wool. 

Porous clothing is warm, holding a protecting layer 
of air; thick woven clothing is cold; preventing the 
evaporation of moisture from the skin. For hot 
weather use sleeveless or half -sleeve gauze vests. 

Use side elastics to support the stockings, n^ver the 
round garters. Select carefully the waist for attaching 
supporters ; the '' Ideal '' waist is excellent. 

Protect the ankles and legs with stockings or leggings 
in cold or changeable weather. 

Keep the throat open, except in very cold weather,, 
and then protect lightly. 

Shoes and stockings should keep the feet warm and 
comfortable, not perspiring, cold, restricted. 

Night clothes. A complete change should be made at 
night. After three years a shirt is not needed at night, 
except in very cold weather. When diapers are no 
longer needed, the nightdrawers may be worn, using 
those with feet for cold weather. For outdoor sleep- 
ing in cool weather a sleeping-bag of eiderdown is desir- 



L 



130 THE MOTHERCRAFT MANUAL 

able, and a light hood. A flannel or eiderdown bath* 
robe and slippers should be provided for emergency and 
morning use. 

Care. Begin to teach the child at one year to put 
his shoes neatly together; by two years to lay his 
clothes neatly when taken off, and to hang up wraps ; 
by three years to fold ; by four years to take care of 
all clothing as removed and keep his chiffonier in order. 
Provide low hooks and small, low, easy-working bureau 
drawers within reach of the child. 

Keep soiled clothing in a ventilated receptacle, out 
of the sleeping room or kitchen. 

Keep hats and wraps well brushed; shoes brushed 
and cleaned; after five years, children should care 
for shoes. 

Readymade clothing should be washed before wearing. 
Much readymade clothing, whether cheap or expensive, 
is made in sweatshops and crowded tenements. 

Children's play clothes should be of such durable 
material and sim^ple design that play may not be 
hampered through fear of soiling or injuring garments. 

Avoid: 

Underwear : Thick woven 

Heavy cotton fleece-lined 

All or three-quarters wool (unless open weave 
and soft) 

Rough seams 

Corsets 
Stockings : Thick, heavy 

All wool 

Seams ; much darned 

Round garters 

Tight hose supporters 
Shoes : Patent leather or other non-porous material 

Rough inside seams and soles 

Tight across toes, instep, or ankle 

Stiff, inflexible soles 

Rubber soles unless with leather insoles 

Too large or too small 

High heels 



1 



PHYSICAL CARE OF YOUNG CHILDREN 131 

Non-washable dresses or wraps for children under three years 

Elaborate, showy clothes 

Unbecoming clothes 

Wraps : Fur or other heavy neck pieces 

Mufflers, except in very cold weather, and 

for children under five 
Gloves in winter. (Mittens give better circula- 
tion) 
Rubbers or overshoes, except in rain or slip- 
pery weather 
Ear muffs 
Veils 

Unventilated hats 
Tight Clothing : Gloves, neckbands, waists, underwear, stock- 
ings, shoes 

Ample size is especially important with growing chil- 
dren, and easily overlooked or neglected as they out- 
grow their clothes. Rubber in legs oi readymade 
rompers is always too tight, and is better removed. 

Bathing. Each child should have his own wash 
cloths and towels. Have a separate wash cloth and 
towel for the face, another cloth and Turkish towel for 
the body. Dry and sun wash cloths every day; boil 
them weekly. 

Temperature of bathroom about 70° F. (65-70), 
with no drafts. Before the child is undressed, have 
everything ready, including the clothing to be put on. 

Water and soap are irritating to eczema ; use oil or, 
occasionally, water bath with bran. 

The Cold Bath. The daily cold bath is of vital im- 
portance in training the skin to react quickly to tem- 
peratures, increasing the circulation, increasing the 
white blood corpuscles, and maintaining a high degree 
of vitality and resistance to illness, especially to colds, 
croup, coughs, pneumonia, and tuberculosis. 

By careful attention to details, the cold bath can 
be given with a minimum of shock, and children enjoy 
it. It should be made as enjoyable as possible, and 
persisted in, even under protest. It should not be 



132 THE MOTHERCRAFT MANUAL 

given, however, in a cold room. If the child has a 
cold, or the skin is cold and clammy, it should be given 
only to the throat, chest, and back. If the child is in 
a low vital condition, or does not react well otherwise, 
it may be preceded by a quick hot bath (98°-100°F.) 
to furnish body heat. The mildest form is to give it 
while the chila lies in bed, quickly bathing and drying 
one part at a time. Ordinarily it can be given as fol- 
lows, the whole procedure, including rubbing, not 
taking more than five minutes. 

Let the child jump, run, or exercise vigorously for 
a few minutes before beginning the bath. Remove 
clothing and give a vigorous allover rub with hands or 
Turkish towels, rubbing from extremities toward the 
heart ; let the child help in this and do it himself after 
four years. The child may stand with his feet in luke- 
warm water, or on a bath mat, not on a cold surface. 

Temperature of the water should be at least down to 
70° F. and as much lower as the child can take and 
react well. Salt (1 tablespoon to quart of water) gives 
a better reaction and lower range. Tepid water gives 
no tonic and may leave a chilly reaction. Have the 
wash cloth wet but not dripping. Wash quickly in 
the following order : (1) hand, arms ; (2) neck, chest ; 
(3) back, beginning at lower end ; (4) legs, beginning 
with soles of feet ; (5) abdomen. In this way the re- 
flexes are bathed first, and the feeling of shock reduced, 
but the same valuable tonic results obtained. Dry 
quickly, rubbing with Turkish towels and hands. In 
cold weather, or if the skin is very dry, rub in quickly 
a little cocoa butter, olive oil, or cold cream. A spray 
with weak force, or pouring from a cup may begin in the 
second year; a strong spray or shower not until the 
fifth year. 

The Warm Bath. For cleansing, the warm bath is 
needed two or three times a week in winter, and every 
day in hot weather. The body surface is relatively 



PHYSICAL CARE OF YOUNG CHILDREN 133 

greater in children than in adults, and because of their 
greater activity and more rapid circulation, a relatively 
greater quantity of perspiration and waste material is 
constantly being poured out upon the skin. If this is 
not removed, it clogs the pores and thus keeps poisons 
within the body and prevents the normal absorption of 
oxygen through the skin. 

The warm bath is best given at night, as a tub bath, 
before the supper, or an hour afterwards. When the 
bath is not given, the neck, ears, armpits, hands, and 
feet should be well washed. The water temperature 
should be 96°-98° F. A mild oil soap should be used 
moderately, such as Castile or Palmolive. The bath 
should be given in three minutes. Let the children 
splash in the tub for another three minutes, trying to 
swim. Always follow with the cold water to close the 
pores and prevent colds. This may be poured into the 
tub, to reduce the temperature to about 70°, or poured 
from a pitcher, or given with a spray, at 70°-80°, or 
given as a quick sponge at that temperature. Dry 
quickly and thoroughly, putting on a wrap to avoid 
chilling. If the child sleeps outdoors, the bath should 
be given an hour before bedtime in cool weather, or the 
oil rub may be given instead of water bath. 

In hot weather children may have three or four 
sponge baths at 70°-80° during the day, or five-minute 
splashes in the tub at due intervals after meals. 

The daily air bath is as much needed as the water, 
and should be given, with exercise and rubbing, if 
the water bath cannot be taken at the regular time. 
It is a tonic for the skin and gives the exercise to the 
nerves that cultivates resistance against colds. 

Sun Baths. Sun baths, judiciously given, are also of 
great vitalizing value. In warm weather (70°-90° F.) 
children should be allowed to play outdoors with 
minimum of clothing, as sandals, white rompers or 
bathing trunks, and a light sun hat, for several hours 



134 THE MOTHERCRAFT MANUAL 

a day, avoiding exposure of too hot sun (over 80°). 
Children not accustomed to this must begin gradually 
and may have a preliminary oil rub, to prevent either 
chill or sunburn. In cool weather, this may be given 
in the house, although the benefits are not so great, as 
the most effective (the violet) rays do not penetrate 
through glass. White or light colored clothing permits 
the penetration of light rays to the skin, and dark cloth- 
ing prevents this ; the former, therefore, is of greater 
vitalizing value. The sun and light baths are of great 
therapeutic value with nervous or anemic children. 
The tanning of the skin gives remarkable resistance. 

The development of resistance through judicious use 
of baths and light, combined with deep breathing, would 
greatly reduce the mortality from colds, pneumonia, 
tuberculosis, which are the chief causes of death after 
infancy. 

The Hands. Cleanliness of the hands is highly im- 
portant both for sanitary and moral reasons. There- 
fore teach the child from babyhood, by example and 
precept, to always wash the hands : 

1. Before touching food, either for eating, serving, 
or preparation, as a safeguard against infection 

2. After eating, to prevent soiling of clothes, furni- 
ture, toys 

3. After going to the toilet 

4. Before going to bed 

5. Before touching the eyes 

The finger nails should be cleaned with an orange 
stick once a day, and before meals whenever dirty. 
To prevent hangnails, press the cuticle back around 
the nail every day. Trim finger nails round. A soft 
hand brush and Hand Sapolio, almond meal, or corn 
meal may be necessary for very dirty hands. Always 
dry thoroughly to prevent chapping, and in cold 
weather apply a lotion. 



PHYSICAL CARE OF YOUNG CHILDREN 135 

The Feet. Wash the feet every night when a bath is 
not given. Dry thoroughly between the toes. Per- 
spiration is acid and soon causes soreness if it remains. 
Once a week trim the nails, cutting straight. If the 
feet are cold, put in cold (75°-80°F.) or hot (96°) water 
for three minutes, apply a 25 per cent, solution of alco- 
hol, rubbing dry. If cold from exposure, always use the 
cold water. Chronically cold feet indicate wrong shoes, 
poor general circulation, or need of more exercise for 
feet. Corns, callouses, bunions, or misshapen toes 
can be prevented by using shoes that are comfortable 
and adapted to the shape of the foot. 

The strength of the arch should be increased by foot 
exercises : (1) Rising slowly on the toes and slowly 
descending, keeping the weight of the body on the soles ; 

(2) Alternately stretching the toes and the heel; 

(3) Massaging the ankles. Braces in the shoe prevent 
development of ankle muscles. Braces and arch sup- 
porters should be worn only on the advice and prescrip- 
tion of a physician, if possible, an orthopedic specialist. 
Much harm may be done by their wrong use. 

Care of the Hair. During the second year the head 
should be washed two or three times a week, or oftener 
if scurf appears. Use Castile or Palmolive soap and 
rinse thoroughly to remove all soap and prevent forma- 
tion of scurf. If a crust appears, gently rub in fresh 
lard, olive oil, or liquid vaseline at night, and wash off 
in morning; never use a comb or harsh rubbing to 
remove. During the third and fourth year shampoo 
weekly, and thereafter every two or three weeks. 

The shampoo should be given in the daytime, when 
there is ample time and means for drying quickly and 
thoroughly, preferably in the sun. The scalp should 
be massaged five or ten minutes every day, through 
childhood, to promote good circulation in the scalp 
and keep it loose and clean, and the hair brushed thor- 
oughly to remove dust. This is Nature's own tonic, 



136 THE MOTHERCRAFT MANUAL 

and more effective than any bought at the drugstore. 
If the hair is thin, oHve or cocoanut oil or vaseUne 
rubbed into the scalp will stimulate new growth. Going 
without a hat (except, of course, in cold weather or 
hot sun) is beneficial for the hair. The hairbrush should 
be soft, and brush and comb should be cleaned every 
week. Tangles should be patiently and gently brushed 
out ; braiding will prevent them. 

Curly or straight hair is hereditary, and curls can 
be only temporarily produced in naturally straight 
hair. Heated irons, metal curlers, tightly rolled curlers, 
dampening the hair, are all injurious. For curling, only 
soft rags, or kid, on which the hair is loosely rolled, 
should be used, and these not applied at night around 
the head, to interfere with comfort in sleep. 

When hair is trimmed, it should not be shaved off 
close at the base of the head, as is sometimes the fashion, 
leaving this most sensitive part of the head and neck 
suddenly and unduly exposed. 

If the eyelashes or eyebrows are short, stubby, rough, 
light, they may be improved and darkened by daily 
application of vaseline, and brushing with a soft, nar- 
row toothbrush. Such attention adds greatly to the 
beauty and expressiveness of the face, and will be a 
cause of much gratitude in later years. 

Nose. The nose should be kept clean. For children 
under four, it should be cleaned every morning with the 
liquid vaseline or warm water, using a sterile piece of 
twisted gauze which is immediately wrapped in paper 
and disposed of. Repeat at night and during the 
day, if the nose is not clean. At three years, children 
should be able to blow the nose, and this should be 
a regular part of toilet-making both morning and 
evening. 

In blowing the nose, one side should be held closed, 
while the other side is blown. To blow both sides at 
once produces pressure in the ears that may cause in- 



PHYSICAL CARE OF YOUNG CHILDREN 137 

jury. Nasal douches are to be avoided except in illness 
and by the physician's orders. 

Avoid (1) dusty air, as in the city streets, or in a room 
that is being cleaned ; (2) overdry air, as in artificially 
heated rooms. Both of these are thought to promote 
adenoids. The former contains many disease germs. 
The latter drys the mucous membrane, preventing, 
therefore, its work of germ destruction, and producing 
uncomfortable, cracked membrane. 

Throat. The throat is strengthened by the daily 
cold bathing of neck and chest. A child can learn to 
gargle at three or four years, and is then able to do it 
easily if soreness develops. 

Ears. Wash the ears every day with warm water, 
making sure that no dirt remains in creases or behind 
the lobes. If wax accumulates, remove it with the 
twisted end of the wash cloth or gauze. Never put 
sharp instruments of any kind in the ear. 

The lining of the inner ear is a continuation of the 
lining of the nose and throat. If the latter becomes 
infected, as with a cold, directly or from enlarged 
tonsils or adenoids, the infection is likely to continue 
into the ears, causing running ears, which may result 
in deafness. 

The ears should not be made sensitive by cotton stuff- 
ing or ear muffs. In very cold weather, little children 
should wear a hood, and older children may do so with 
temperature below 40"" F. 

Never pull the ear lobe nor strike a child on the 
head ; it may cause deafness. Teach children that 
blowing or shouting into the ear may produce deafness. 

Teeth. After the first six teeth are cut, during the 
first year, it is advisable to have a small, soft brush 
to use with water, plain or with boric acid or bicar- 
bonate of soda, after each feeding. This never should 
be neglected after eighteen months. Doctor Truby 
King advises giving the child a raw apple, a third of 



138 THE MOTHERCRAFT MANUAL 

which has been peeled, and which is partially bruised 
until softened, following the midday feeding, after one 
year of age ; munching this for ten minutes is a natural 
and effective method of cleaning the teeth. By four 
years of age, the child should be able to brush his teeth 
himself. Salt, bicarbonate of soda, or milk of magnesia 
are effective dentrifices. Patent pastes, powders, and 
liquids are expensive and of no more efficacy than the 
foregoing, their chief value probably consisting in the 
incentive they give to the use of the brush. 

In brushing, the motion should be up and down, and 
rotary, as well as across the teeth ; the inner and upper 
as well as the outer surfaces and the gums should be 
brushed. To safeguard against infection, teeth should 
not be cleaned over the hand basin, but into a recep- 
tacle for waste water. 

Clean teeth will not decay. If the first teeth are 
allowed to decay, the second will not be sound. The 
rudiments of both sets of teeth are formed in the jaw 
before birth. The first teeth (20) are cut by thirty 
months; the first permanent teeth are the six-year 
molars ; the second set are cut from six to twelve years 
of age. The enamel of the teeth is formed once for all 
during childhood. The substance of the teeth is 
mineral, chiefly lime. It will therefore be appreciated 
that the child needs abundance of mineral in order that 
he may have sound tooth material. This he can get 
only from mineral in his food (see page 169), or, before 
his birth, from his mother's diet. Good circulation in 
the jaws is also essential for normal development both 
for teeth and jaws, therefore the importance of some 
hard food every day after ten months. 

The toothbrush should be selected with care. A good 
toothbrush is made with separate tufts, and with holes 
along the back, that it may more easily be kept clean. 
For children under three years it should be soft, for 
older children medium. The care of the brush is as im- 



PHYSICAL CARE OF YOUNG CHILDREN 139 

portant as its use. An unclean toothbrush may be a 
source of infection. It may be kept antiseptic by 
being very thoroughly rinsed, preferably under run- 
ning water, then in borax water, or grain alcohol, and 
placed across hooks or a glass, bristle face down, to 
dry, after each using. Once or twice a week it 
should be thoroughly disinfected by drying in the sun, 
boiling in borax solution, or soaking in alcohol. It 
should receive thorough disinfection after each using, 
in case of influenza, tuberculosis, diphtheria, or other 
infectious disease. 

Dental Examination. After one year of age the 
child should have a dental examination and tartar 
removed every six months. Any cavities should be 
filled, and irregular teeth straightened. A decaying 
tooth is a breeding place of germs which are carried, 
with the poisons they produce, to the stomach and 
thence through the system. Its sensitiveness compels 
the child to do his chewing entirely on the other side, 
spoiling the symmetry of the jaws, or to omit proper 
chewing. It causes pain that lowers the tone of the 
whole nervous system, produces irritable temper, and 
interferes with mental work. 

At the slightest complaint of discomfort or the merest 
suspicion of decay, the child should go to the dentist for 
attention. Prevention saves both pain and expense. 
The dentist's office should be a place of comfort, not 
of torture by reason of neglect and decay. 

The Eyes. The eyes of mankind were called upon 
chiefly for long-distance seeing, observation of opera- 
tions with coarse materials, and slow adjustment, until 
the past few hundred years of civilization with its print- 
ing, sewing, and other fine close work. The anatomy of 
the eye has not yet become adapted to these new de- 
mands. 

The child's eye is not fully developed. The shape 
of the eyeball is undergoing change during the first 



140 THE MOTHERCRAFT MANUAL 

twenty years. Farsightedness is normal until from 
nine to twelve years of age. 

Eyestrain will result, therefore, if the eyes are called 
upon for fine, close work during the first ten years. 
There is also a hereditary form of nearsight that can 
be detected as early as six years by the oculist, and that 
demands special care. Astigmatism (a structural defect 
causing blurred vision) is a prevalent cause of eyestrain. 
Squint and cross-eye, which are due to structural de- 
fect, require treatment in early childhood or babyhood 
to prevent the necessity of an operation, or possible 
blindness. 

Even normal eyes will suffer if their use is abused. 
The following precautions should be observed with 
little children and taught to school children, as prac- 
tices to be avoided for the sake of strong eyes : 

Rubbing the eyes 

Staring at a strong light 

Watching a flickering light (as in moving pictures) 

Sudden flash of strong light 

Looking at pictures, reading, writing, drawing, or 
doing handwork, in poor light 

Use of artificial light, for children under seven or 
eight years of age, for drawing, painting, reading, look- 
ing at pictures, or other fine work 

Long application to close work at any age 

Use of eyes for reading, pictures, or other fine work 
before breakfast 

The child can be taught from babyhood to sit so that 
the light falls from the left upon his pictures or draw- 
ing, and not to sit either directly facing the window 
or with his back squarely against it. 

Reading for five minutes requires more than a thou- 
sand separate movements of the eye, — as much work 
as is required of it in an hour of ordinary use ; and the 
ciliary muscle, which controls the eye accommodation, 



PHYSICAL CARE OP YOUNG CHILDREN 141 

probably is required in that five minutes to do as much 
work as in a day of ordinary seeing. 

This has an important bearing upon the question 
of how early a child should begin reading, writing, 
sewing, or fine handwork; certainly, from the stand- 
point of hygiene, such work should be deferred until 
at least seven or eight years, and then begun only with 
the assurance of the oculist that the eyes can stand the 
strain. 

School children should be taught to read with the best 
conditions, viz. : 

Light from the left 

Strong steady light 

Light placed so it does not shine directly into the eyes 
and face 

Not using the eyes before breakfast, as adjustment is 
slower and more difficult on first rising 

Not reading on trains or other vehicles 

Resting the eyes every fifteen or twenty minutes by 
looking up from the book at some distant object 

Lamplight is easiest. Lights should always have a 
plain shade. Indirect lighting is best. Gaslight should 
have a Welsbach to give steady rays. White light is 
hard on the eyes; amber light, produced by amber 
shades, is easiest. 

In selecting books for children, look for the following 
requirements : 

Paper white or cream, without gloss 

Lines short, preferably three inches 

Margins wide 

Print large 

Wide spacing between lines 

Certain contagious diseases of the eyes temporarily 
or permanently impair vision. At any sudden redness 
or white discharge, the child should be immediately 



142 THE MOTHERCRAFT MANUAL 

taken to the physician, as blindness may follow in a 
few hours after infection, although it is preventable by 
a simple immediate treatment. Children should be 
warned never to use public towels or wash basins, or 
to touch the eyes with soiled handkerchief or dirty 
hands. 

The eyes should be washed daily with the boric acid 
solution until three or four years of age, and after that 
with the plain or slightly salt water, using the boric 
acid whenever irritation or redness appears. 

Motor Training and Poise. Provide some play 
apparatus that requires motor coordination. 

12 months to 3 years. A stile, of one or two low 
steps, adjusted to the baby's size, with handrail each 
side, on which he can climb up and down. Tenpins, 
large size ringtoss. 

Use a small enamel cup for drinking, and let the 
child, when feeding, use his spoon and cup himself as 
early as he shows an inclination, which should be not 
later than a year and a half. Do not scold when he 
spills things while learning. By three years he should 
have control, and be held to strict carefulness and neat- 
ness in eating. 

3 to 6 years. Jumping place, with elevation 1 to 2 
feet from which to jump toward a marked space. 
Teach the child how to jump correctly, landing on the 
soles of the feet and bending the knees as he lands. 

Car rail or substitute to walk along, preferably 
raised 1 to 6 inches frQm the ground. A single painted 
board 4 inches wide, or a painted mark 2 inches wide 
will answer. 

Ringtoss more difficult 

Throwing at a mark on the ground, floor, or wall 
The fence for walking sidewise or for swinging from, 
as used by Montessori 

Swinging rings and a horizontal bar 
Marching, skipping, folk-dancing 



IF 



9 



Bad Posture. Good Posture. Bad Posture. 




Bad Posture. 



Good Posture. 



American Posture League Chair and Bookrest. 

Courtesy of Amorican Posture League, 



PHYSICAL CARE OF YOUNG CHILDREN 143 

From three years, let him carry his tray at meal 
time, with dishes and food. 

Teach the child how to gain poise when he begins to 
feel worried, cross, nervous, excited : 

a. Relaxing completely, sitting down if necessary 

b. Taking long, slow, deep breaths 

c. Sitting quietly for a few minutes to think, — with 
eyes shut, if thinking is thereby easier 

d. Thinking of something funny 

e. Getting away by himself, in a room, or out with 
nature 

Posture. Find out what is good posture in sitting, 
standing, and walking, and see that the child main- 
tains these. During childhood and youth the bones 
are still soft and yielding, readily altered in shape. 

Stretching, throwing, swinging from rings or hori- 
zontal bars, climbing, rowing, swimming, are excellent 
preventive exercises, and useful for correction of cur- 
vatures or round shoulders. For the child's use select 
chairs that are properly constructed (as most chairs are 
not) and a table at which he can work without stooping, 
changing such furniture to meet his needs as he grows. 

Spinal curvature and round shoulders may be caused 
by rickets, eyestrain, partial deafness, improperly con- 
structed chairs and tables, long sitting, insufficient 
outdoor life and physical activity, unequal strength of 
complementary muscles of back and chest, or of right 
and left sides, and by carrying always on one side. 

Spinal curvature crowds the internal organs, inter- 
fering with the normal functioning of lungs, heart, 
blood supply, stomach, and intestines ; it causes pres- 
sure upon the spinal nerves, and consequent disorders 
in remote parts of the body controlled by the affected 
nerves. 

If curvature has developed, special gymnastics and 
training should be faithfully practiced in addition to 



144 THE MOTHERCRAFT MANUAL 

removing the cause. Braces are inadvisable, prevent- 
ing needed exercise. The correction of even the sHght- 
est curvature is important while the bones are still 
plastic. The special exercises should be prescribed by 
a physical director or physician. 

Physical Exercises. A child who has ample out- 
door play space, and clothes adapted to outdoor play 
is not likely to need any special exercises. For cor- 
recting abnormal or weak conditions, the following are 
effective : 

1. Hanging from bar or swinging rings. (Figure 3.) 
To overcome tendency toward spinal curvature, and 

to strengthen back and trunk muscles. 

2. Lying on table, hard bed, or floor (covered by 
clean sheet or blanket) ; lift knees to chest, alternate 
legs four counts, then together four counts. (Figure 1.) 

3. Same exercise in standing position. 

4. Lying on hard, clean surface, lifting feet at right 
angles to trunk ; alternate legs four counts ; together 
four counts. (Figure 2.) 

Exercises 2, 3, and 4 are valuable in overcoming 
constipation, promoting digestion, strengthening trunk 
muscles, increasing circulation to trunk and pelvis. 

5. Lying on hard surface, arms folded, feet held 
down, rise to sitting position. Four counts. (Figure 4.) 

6. Same position, but hands clasped back of head. 
Four counts. 

7. Same position, but arms extended above head. 
Four counts. (Figure 5.) 

Exercises 5, 6, and 7 strengthen trunk, chest, and 
back muscles and have also the values of 2, 3, 
and 4. 

All exercise should begin slowly and be done steadily. 
Especially with trunk exercises there should be no 
sudden, jerking movements. One who is unaccustomed 
to these exercises should begin with the easiest, (2) 
and (5), and gradually begin the more severe ones* 





u 




PHYSICAL CARE OF YOUNG CHILDREN 145 

These exercises are especially important for girls, 
who are likely to miss the climbing and tumbling exer- 
cises that their brothers enjoy. Girls especially need 
the straight spine, the strong trunk muscles, and the 
thorough pelvic circulation. 

8. Lying on a hard surface, knees bent, forcibly 
contract and expand the abdominal wall. By placing 
the hand on the abdomen, the sinking and rising of the 
abdominal wall is easily marked. 

This is a very mild exercise for increasing circulation 
in the trunk and pelvis, thereby promoting digestion, 
overcoming constipation, and strengthening the pelvic 
organs. 

Preventing or Overcoming Nervousness. Nervous- 
ness may express itself as : 

Irritability, peevishness 

Temper, tantrums, lack of emotional control 

Poor coordinations, dropping things, shuffling in 
walking, waddling gait, inability to hit a mark or walk 
on a straight line. 

Lack of motor control ; involuntary jerkings of mus- 
cles, twitchings (chorea or St. Vitus' dance) 

Restless sleep, disturbed sleep, nightmares, sleep- 
lessness 

Masturbation 

Bed-wetting, weakness of kidneys > 

Nail-biting 

Fears 

Silliness, simpering 

Inability to learn 

Inability to carry out a plan ; much dreaming that 
never attains to expression in action 

Marked nervous defects, such as imbecility, idiocy, 
epilepsy, manias, cannot be more than mentioned here. 
They may be present from birth, or may develop later. 
Their treatment belongs entirely to the field of the 
physician, neurologist, and psychopathologist. Treat- 



146 



THE MOTHERCRAFT MANUAL 



merit of mental defects should begin at the earliest 
possible age ; some forms are curable if treated early. 

Nervousness may be due to physical or psychological 
conditions. It may appear at any age. Its causes 
may be immediate or may lie farther back in childhood, 
infancy, or heredity. As the nervous system was the 
latest to evolve, it is therefore the least stable, and the 
most likely to suffer under stress of conditions. If there 
is a heredity in either branch of the family, either of 
marked nervous defect, alcoholism, or neurasthenia, 
special precautions should from the first be taken to 
overcome this predisposition in the child. 

Other causes of nervousness in children include : 

Irregularity of regime 

Poor nutrition 

Constipation 

Insufficient sleep, fatigue 

Indoor life 

Decaying teeth 

Adenoids or enlarged tonsils 

Eyestrain 

Fine handwork, or reading ; or other abuse of eyes 

Pressure of school work 

Undue excitement such as crowds, parties, theaters 

Tickling, teasing, nagging, tossing 

Masturbation 

Suppression of curiosity regarding sex phenomena 

Suppressing expression of interests, curiosity, or 
emotion 

Worry or unhappiness 

Threats of fearsome punishment 

Cultivating of fear by '' scaring '\ telling of grewsome 
or unhappy stories, seeing exciting picture plays 

Lack of training in self-control 



Preventing nervousness is a matter of preventing 
these causes ; overcoming is a matter of removing the 
cause and conducting a constructive program of physi- 



PHYSICAL CARE OF YOUNG CHILDREN 147 

cal regime and psychological treatment. The phys- 
ical regime will include regularity, free outdoor life 
and play, open-air sleeping, frequent rest periods, 
nutritious diet, with special attention to sufficiency of 
mineral and laxative foods, and use of relaxing or ener- 
gizing exercises. 

Rhythm through instrumental music that is listened 
to, or in dancing, marching, gymnastic exercises, and 
singing, is of great value in overcoming nervousness. 
Cheerful, happy, comfortable stories and pictures will 
supply mental images to replace the disturbing ones, 
especially before bedtime. 

Relief from intestinal worms and local irritation, or 
circumcision, may remove the cause of masturbation. 
The child's questions regarding sex phenomena should 
always be answered wholesomely, reverently, suffi- 
ciently to give him a true perspective and to satisfy his 
natural curiosity. 

The substitution of large muscle work, as with large 
blocks, balls, carpenter tools, will provide activity 
without taxing nerve ends of fingers. Examination by 
the oculist (not optician) will locate eyestrain. Op- 
portunity for expression of wholesome emotions and 
interests will remove tension and sense of sup- 
pression. 

Interests or emotions that appear unwholesome or 
abnormal should be patiently and thoroughly analyzed 
to discover the germ of good that is in them., and to 
utilize this; consultation with a physician, teacher, 
minister, social worker, or psychologist, may be en- 
lightening. Wholesome emotions and interests should 
have encouragement for full expression, limited by the 
strength of the child and courtesy due to others. 

Detect fatigue symptoms : (a) the tenseness shown by 
flushed face, rapid, labored breathing, excitement, er- 
ratic movements ; or (b) relaxation shown by listless- 
ness, indifference, irritability, forgetfulness. Fatigue 



148 THE MOTHERCRAFT MANUAL 

not only overstrains the nerves ; it develops poisons 
in the blood that affect the whole system. 

Fears are a difficult problem. Make a list of the 
things it is observed the child fears, such as the dark, 
cats, dogs, flies, etc. Gradually, slowly, patiently 
lead him to acquaintance with these, and therefore to 
his own destruction of the fear. Teach him to 
memorize quotations that ring with confidence, faith, 
courage. 

Cultivate self-control through regularity of regimen, 
the example of poise, the denying of any object that is 
screamed for, or cried for, the inculcating of an ideal 
of self-control through story-telling. 

Sex Hygiene. This is both a physiological and a 
psychological problem. Both phases must always be 
recognized. 

Physiological Hygiene, In infancy, keep the special 
organs clean as directed in Chapter VI. Consult a 
physician regarding the advisability of circumcision; 
this is needed in about twenty per cent, of boys, and 
is often advisable in others; it is sometimes required 
in girls. 

Take special care that clothing is not rough, tight, or 
irritating about the genitals; therefore avoid (a) 
underdrawers with more than one-quarter wool; 
some children with sensitive skin should have even 
these lined with thin cotton gauze ; (b) drawers cut too 
short or shallow in the seat (a defect in some ready- 
made styles) ; (c) trousers too short or tight or with 
rough seams; (d) suspenders too short, that pull the 
trousers too tight ; trousers during first six years should 
not have opening in front. 

With young children, watch for any local irritation 
or discharge. For the former, use local applications 
of boric solution as a wash, followed by a starch pow- 
der or zinc ointment. Discover the cause ; it may be 
rough or damp clothing, intestinal worms, acid urine due 



PHYSICAL CARE OF YOUNG CHILDREN 149 

to excess of sugar or meat in the diet, or to insuiSicient 
drinking water. Alkaline diet, or a pinch of soda in 
the drinking water for a few days, will help to counter- 
act the acidity. As the child grows older, beyond six 
years, encourage him to report to you any irritation, 
and teach him how he should relieve it. 

If a discharge appears, of mucous, whitish, or greenish 
matter, report the matter immediately to the physician, 
and take every precaution against infection; use a 
local wash of boric acid, double strength, cleanse the 
hands with antiseptic solution, sterilize the child's 
wash cloths, towels, underdrawers, and bedding, and 
let him have his separate wash basin, chamber, and 
bath until the physician gives assurance of no conta- 
gious disease. 

Teach the child to always wash the hands after going 
to the toilet. See that the hands are outside the 
bed covers at night ; they may be folded under the cheek, 
or the child may have a doll or toy animal to hold. Be 
watchful, but do not let the child ever surmise that you 
mistrust, suspect, or even watch him in these matters. 

Avoid soft beds and especially feather beds, which are 
enervating and are overheating to the spinal nerves. 

Teach children never to use a public drinking cup or 
towel ; and never to sit on a public toilet, even in public 
school, without first laying a paper over it so they do 
not come directly in contact with the seat. 

Avoid stimulating foods, such as condiments, or an 
excess of meat — more than 2 or 3 ounces a day. 

Avoid excitement by late hours, especially late 
dancing parties, during adolescence. Set a standard 
of ten o'clock closing for school or home dances for 
these young people. Teach them to find recreation 
not dissipation. 

Psychological. Cultivate respect for the body and 
reverence for its creative work and organs, for mother- 
hood, fatherhood, and birth of any creature. 



150 THE MOTHERCRAFT MANUAL 

Cultivate a sense of modesty in both girls and boys 
from babyhood. 

Inculcate in boys a spirit of chivalry toward all girls 
and women ; in girls, a sense of reserve, and an appre- 
ciation of their responsibility for the social and moral 
standards of boys. 

Instill a personal ideal of worthy fatherhood and 
motherhood; this may begin incidentally at two or 
three years of age. 

Give instruction in the biology of reproduction in 
plants, emphasizing the protection, care, and fore- 
thought for the young. The child naturally sees all 
the phenomena of life in an impersonal and wholesome, 
that is, a scientific way. Cultivate this attitude in 
him and in yourself. 

Before children begin going to school, see that they 
are informed sufficiently about the origin and birth of 
human life so that they will no longer be curious or in- 
terested if unwholesome talk is presented. Ill-trained 
children or unscrupulous adults usually sense a well- 
informed and wholesome-minded child and are less likely 
to present any vulgar conversation in his presence. 

The boy will early meet with superstitions and per- 
verted ideals among his companions, particularly after 
twelve years, when the influence of parents and teachers 
is waning before that of his companions. Therefore 
teach him before this age that he has a great trust, — 
to protect these organs sacredly for his children until 
he is grown and is wise enough to be a father; that 
these organs are not like muscles which must be used 
to develop and preserve their function, but that they 
are glands, secreting fluids as other internal organs do, 
like the spleen or the thyroid gland, and that these 
fluids are needed for the well-being of the whole body ; 
that the boys who ignorantly think otherwise or act 
otherwise are greatly injuring and weakening them- 
selves. 



II 



PHYSICAL CARE OF YOUNG CHILDREN 151 

Prepare both boy and girl, by instruction at about 
eleven years of age, for the physical changes that are 
before them, so they will not be surprised or frightened 
when these changes come. Thus prepared, they will 
not ignorantly resort to measures that may produce 
lifelong illness, or fall into the net of quacks, evil- 
minded men or women, or ignorant companions. 

Avoid taking the children to the theater before 
twelve or fourteen years of age, and make it an event 
worth while. Be sure beforehand that the play is 
clean and wholesome and not overstimulating. Never 
allow children to go to theaters or picture plays with- 
out a responsible older person. Be your children's 
companion in drama and in fiction as long as possible, 
— as long as you can see with their eyes and their 
interests. 

Keep children occupied with handwork, physical 
activity, and outdoor life. It is the child with noth- 
ing to do, living an overfed, indoor, uncontrolled life, 
who has every condition for falling into temptation. 

Cultivate an appreciation and taste for good litera- 
ture, poetry, sculpture, painting, music. Provide 
abundance of good and wholesome books. 

Teach children from babyhood that to follow merely 
the instincts and the line of least resistance, to act 
merely from impulse and emotion, is unworthy of a 
human being. 

Foster idealism and religion, which have always been 
the great bulwarks of the soul and the refiners of in- 
stincts. 

City or Country Life. That the country provides 
more natural physical conditions and health oppor- 
tunities is self-evident. The open air, the larger space 
and facilities for muscular exercise, the freedom from 
artificial excitement, are all essential to vitality. The 
marked differences between city and country children 
in height, weight, chest girth, strength of grip, vitality, 



152 THE MOTHERCRAFT MANUAL 

endurance, are attested by the statistics of special in- 
vestigators as well as by general observation. The 
chest girth of country girls more nearly approaches 
the average for boys of the same age than does that 
of city girls. It is true that in sanitation the rural 
districts and small towns have not kept pace with the 
large cities. Ventilation, drainage, water supply, dis- 
posal of sewage, clean milk, the reporting and control 
of infectious diseases, are too often neglected in rural 
districts. The improvement of these sanitary condi- 
tions is part of the responsibility of the home-maker. 

The School and Physical Health. The weight of 
medical, biological, and psychological authority of 
such experts as G. Stanley Hall, John Dewey, Arthur 
Holmes, Lightner Witmer, Thomas D. Wood, J. M. 
Tyler, is decidedly against prevailing unhygienic 
practices of the schools, such as home study for child- 
ren under high school age; nerve-racking academic 
examinations; fine work in reading and writing for 
children under nine years of age; indoor school life 
for young children ; artificial, sedentary life instead of 
physical activity during school age ; the over emphasis 
of the mental and the neglect of the motor activities. 

In a recent volume, ''The Health of the Child/' 
Lewis M. Terman writes : 

' ' The close correlation of morbidity with years of school 
attendance and with the progress of the school term ; 
the deterioration of attention toward the end of the 
school year ; the damaging effects of strenuous school 
activities upon appetite, digestion, metabolism and the 
constitution of the blood ; the ill-effects from depriva- 
tion of fresh air and healthful exercise ; the impairment 
of nervous coordinations and the profound disturbances 
reflexly produced by worry — these and other injurious 
effects have been sufficiently attested to justify the most 
vigorous prosecution of reform in matters of educational 
hygiene. 



PHYSICAL CARE OF YOUNG CHILDREN 153 

*' We have taken the child out of its natural habitat 
of open air, freedom, and sunshine, and for nearly half 
his waking hours we are subjecting him to an unnatural 
regime, one which disturbs all the vital functions of 
secretion, excretion, circulation, respiration, and nutri- 
tion." 

Defects Prevalent Among American School Children 
Total School Population, 20,000,000 

Percentage of School 
^^^^'^ Children Affected 

Teeth 50%-90% 

Eyes 15%-30% 

Spinal curvature 20%-30% 

Round shoulders 5%-10% 

Tuberculosis (predisposition) 15%-20% 

Ears 10%-20% 

Enlarged or diseased tonsils 10%-15% 

Adenoids 8%-10% 

Malnutrition 6%-30% 

Nervousness 5% 

These defects are often acquired before school age, 
or as a result of home conditions during school age. 
Note that they are chiefly preventable by good hygiene 
in the home, practiced by intelligent mothers and 
fathers. 

Forms of rheumatism, heart disease, infectious 
diseases (such as whooping cough, measles, mumps, 
scarlet fever), respiratory diseases (as pneumonia, 
croup, tuberculosis), all are prevalent and preventable 
diseases of childhood, reaping every year a great har- 
vest, and leaving a trail of permanent defects. 

Two means of prevention are necessary and at hand : 

(1) Wholesome daily hygiene (the elements of such 
hygiene have been suggested in the foregoing pages). 
(2) Early detection of defects or weakness, and their 
remedy in the incipient stage. This is possible by 
an examination every six months during childhood 



154 THE MOTHERCRAFT MANUAL 



.j^g^ 



and youth, by (a) a competent physician, trained for 
preventive examinations, (b) osteopath, (c) dentist, 
(d) ocuHst. With these two precautions on the part 
of the home, the present enormous deathroU of one 
hundred and fifty thousand Httle children each year 
from preventable causes, and the preventable defective 
conditions of fourteen million of the twenty million 
school children, could be practically eliminated, and as 
reckoned by Professor Irving Fisher, the span of life 
for each child could be increased fifteen years. 



CHAPTER IX 

THE FEEDING OF CHILDREN » 

" We are what we eat." 

" We should eat to live and not live to eat." 

" Heavenly Father, for this food, 
We, Thy children, thank Thee. 
Sun and showers and earth have wrought it, 
Labors of our neighbors brought it. 
May it give us strength to love 
And serve Thee and our neighbor." 

One of the most important factors in the well-being 
of any individual is right feeding in childhood, espe- 
cially in early childhood. One of the chief causes of 
sickness and death among young children is their 
wrong feeding. A conservative estimate would be two 
thousand ill on any one day from this cause. Further, 
wrong feeding weakens the system so the child is much 
more susceptible to infectious diseases. 

Not only the general health of the individual but 
also the quality of the teeth, the efficiency of the diges- 
tive system, the desire for stimulants, the stability of 
the nervous system, the quality of mental activity, 
power of will, strength of character, the happiness or 
misery of everyday living, are profoundly affected by 
the foods and regime of feeding during childhood. 

The intelligence of the mother or the nurse, the 
grandmother, the father, and the friend has far more 
to do with the right feeding of children than does the 

^ See Preface, page xiii. 
155 



156 THE MOTHERCRAFT MANUAL 

amount of the family income. The child in the wealthy 
home is quite as liable to be wrongly fed as the child 
in the poor home. It is possible to buy enough of the 
right kinds of nourishing foods for a very small sum. 

To feed a child so as to produce one hundred per 
cent, efficiency in his health to-day and fifty years from 
to-day should be the ambition of every one who has 
the care of that child, — not merely to keep him from 
death or present illness. This is not an easy matter, 
nor to be learned in a day or a month. It requires 
careful and earnest study of food composition, food 
values, the physiology of digestion, dietetics, cooking; 
and then patience, thoroughness, and practicability 
to put this knowledge into use three to five times a 
day, seven days in the week, every week in the year. 

The Fundamental Principles of Feeding 

Cleanliness and Purity. The following standards are 
necessary to meet these requirements. 

1, Unadulterated foods. Foods unwholesome be- 
cause of adulteration include : 

a. Canned goods preserved with benzoate of soda 
or other artificial preservative 

b. Candies, jams, pickles, containing coal-tar dyes 
and other adulterants 

c. Sulphur-bleached dried fruits and molasses 

d. Bakery goods made with preserved eggs, milk, 
and other adulterants 

2. Protection from dust, dirt, and insects. Dry 
foods, such as bread, crackers, dates, figs should be 
kept wrapped in moisture-proof paper. Butter, bakery 
goods, and dried fruits not so wrapped should be kept 
under glass. Fruits and vegetables should be kept 
within doors, protected from dogs and cats. Milk, 
which is most easily contaminated, should be produced 



THE FEEDING OF CHILDREN 157 

in a clean dairy, by clean workers, kept covered con- 
stantly, protected from animals, in a cool place. 

3. Preparation under sanitary conditions. Bakeries 
and other food factories and kitchens should be scrupu- 
lously clean, with abundance of fresh air and sunlight. 
All persons handling food should be free from any 
contagious disease, with clean hands and garments. 
This factor is even more important than freedom from 
adulteration. 

It is easily possible to-day to ascertain what products 
meet the pure food requirements. By careful pur- 
chasing, and the preparation and serving of food at 
home by healthy individuals, with intelligent attention 
to sanitation, these essential requirements of hygiene 
can be most completely assured. 

Regularity. Meals should be served promptly at 
regular hours, and no food taken between meals. If 
food is taken irregularly, rhythm is disturbed, the 
digestive fluids are not ready and cannot act effi- 
ciently. If food is taken while undigested food re- 
mains in the stomach, the work of digestion must begin 
over again, as the fluids secreted in the early stage of 
digestion are different from those in the last stages. 
Thus the food previously taken is kept in the stomach 
too long; it ferments, too much acid is produced, 
sour stomach results, the stomach is irritated, the 
glands are overworked and become exhausted, and 
the consequence is poor digestion. To do its best 
work, the stomach requires rest between feedings. 

During sleep, the activity of the digestive tract is 
very slow. Solid food taken less than an hour or two 
before bedtime is not well digested and is likely to 
remain in the stomach and ferment; the pressure 
produces disturbed sleep and '' bad dreams " ; the 
stomach is not ready for digesting breakfast ; the in- 
dividual wakens tired, without appetite, and possibly 
with headache or nausea. Babies, having only milk, 



158 



THE MOTHERCRAFT MANUAL 



can be fed at bedtime. With children two to six years, 
an hour should intervene between the light supper and 
sleep ; with older children, from two to four hours. 

If a child is regularly hungry between meals, the 
cause may be (a) insufficient quantity at meals; (b) 
diet not well balanced — frequently insufficient mineral 
foods ; (c) eating too rapidly so that food is not well 
chewed and therefore not assimilated; (d) too long 
intervals between meals. If occasionally hungry be- 
tween meals, light food requiring little digestion should 
be given, such as fruit juice, ripe fruit, dates, figs, or a 
glass of milk. Cake, cookies, candies, or other hearty 
foods upset digestion. 

Simplicity. This applies both to the variety served 
at one meal, to the method of preparation, and to the 
serving. A maximum of five or six food items at one 
meal is sufficient, and is more easily digested than a 
greater number. Foods simply cooked require less 
work of the digestive organs than do more complex 
mixtures; at the same time they cultivate simple 
tastes, with their contentment. 

Cheerfulness. Good cheer is the best of appetizers. 
Professor Pawlow has discovered that the amount 
and the efficiency of the gastric juice are affected by the 
anticipation and enjoyment of food, and that the gastric 
juice thus poured out at the beginning of a meal, which 
he has called the '' appetite juice'', is the most powerful 
and active. Happiness and laughter (but not silliness 
or horseplay) should therefore be encouraged at meals. 

A child should not be fed when excited, angry, cross, 
crying, unhappy, or overtired. Under emotional stress 
no gastric or intestinal juices are formed, and food 
cannot be digested. When a child is very tired, the 
system is too exhausted to do the work of diges- 
tion, and nitrogenous foods (such as meat or eggs) 
taken then are positively harmful, as they only decay. 
If at mealtime a child is cross simply because he is 



THE FEEDING OF CHILDREN 159 

hungry, feeding will help put him in a happy mood, 
conducive to digestion. Otherwise, it is better to give 
only a small quantity of easily digested food, such as 
fruit juice, thin gruel, vegetable broth, toast, milk. 

Sufficiency. This applies to the total quantity of 
energy and fuel foods, or what is technically called 
caloric sufficiency; and to the quantity and propor- 
tions of each of the food elements, technically called a 
balanced ration. Careful studies of dietetic needs have 
been made within the last ten years, and the approxi- 
mate needs and conditions for different ages are now 
so well defined that adequate feeding need no longer 
be mere guess-work. 

Caloric Sufficiency. A calorie is the measure of a 
unit of heat as an inch is a measure of a unit of space. 
One calorie ^ of heat is the amount that will raise the 
temperature of a pint of water 4° Fahrenheit. The 
amount of a given food, as of bread, that would fur- 
nish this much of heat when digested in the body is a 
one-calorie portion of bread, — -^ ounce, or a half- 
inch cube. The total caloric requirement depends 
upon the amount of bodily heat and muscular en- 
ergy needed by an individual. This will depend upon 
the individual's (1) weight, (2) age, (3) occupation, 
(4) health, (5) climate. The amount of outdoor 
life, clothing, the temperament, height, and personal 
idiosyncrasies will require individual variations from 
the average. 

Daily Energy Requirements During Growth. 

Part of this energy is needed to carry on the vital 
processes, such as circulation, secretion, digestion; 
during the waking hours, energy is needed for every 
muscular action, such as walking, dressing, talking, 
exercising. 

1 The large calorie is herein always meant. 



160 



THE MOTHERCRAFT MANUAL 







Calories per Pound of 




Age in Years 


Normal Body Weight 


Calories per Day 


Under 1 year 


50-45 


280-900 


1-2 




45-40 


900-1200 


2-5 inclusive 


40-35 


1200-1500 


6-9 


(( 


35-30 


1400-2000 


10-13 


(( 


30-25 


1800-2200 


14-17 


it 


25-20 


2300-3000 


18-25 


It 


16-18 


2000-3400 



Proportions of Food Elements. To furnish what is 
termed a ''balanced ration'', the protein, carbohy- 
drate, and fat should each constitute, in the total 
calories for the day, approximately the following pro- 
portions : protein 10 to 15 per cent., carbohydrate 50 
to 60 per cent, fat 25 to 35 per cent. To some extent 
the fat and carbohydrate are interchangeable, but a 
great excess of fat or carbohydrate produces indiges- 
tion, and great insufficiency of fat starves the nerves. 
Each gram (about ^ ounce) of protein or carbohydrate 
furnishes four calories of heat; each gram of fat fur- 
nishes nine calories. Without sufficient protein, the 
child will not increase in growth. An excess of pro- 
tein is no less injurious, as it cannot be stored in the 
body, but must be eliminated. Especially injurious is 
an excess of proteins containing purin-bodies, which 
produce urea and uric acid, thereby causing forms of 
kidney disease, gout, and rheumatisms. Excess of 
food, combined with sluggish elimination, produces 
putrefaction and fermentation in the intestine, result- 
ing in auto-intoxication from the poisonous gases and 
chemicals, thereby inducing irritability, nervousness, 
langour, low resistance to germ diseases, colds. 

In childhood and maternity a purin-free diet and 
one least likely to produce auto-intoxication is especially 
important. 



THE FEEDING OF CHILDREN 161 

A sufficient proportion of minerals is no less essential 
to life and health, although these are needed in minute 
quantities. Research in physiological chemistry has 
only recently discovered the vital significance of 
minerals. The quantities needed in childhood are 
not yet exactly known. Not only the bones and teeth 
but each cell and fluid requires mineral matter. The 
digestion and assimilation of food, the absorption of 
oxygen and the elimination of carbonic acid gas by the 
blood, the normal action of the heart, the generation of 
energy, the sensitiveness and reaction of the nerves, 
are all dependent upon the mineral supply in the system. 
There are no less than twelve, the principal ones being 
calcium, phosphorus, iron, soda, potash, sulphur. Cal- 
cium (lime) is especially needed for bones and teeth, 
phosphorus for growth and for nerve cells, iron for 
red blood corpuscles, soda for elimination of carbonic 
acid gas. The daily requirements for a man are: 

Lime .7 gram ; Phosphorus 2.75 grams ; Iron .015 gram. 

The allowance for a child should probably approximate 
this, and growing children probably need more of lime 
and phosphorus. 

Minerals supplied to the body in vegetable and 
animal tissues or fluids have in some way been vitalized 
and made organic, so they are readily assimilated by 
the system. Mineral matter as dug from the earth 
and purchased at the drugstore is inorganic and is 
not assimilated either so thoroughly or readily. 

Vitamines are equally essential in the food. These 
are subtle organic substances, as yet little understood, 
but necessary for perfect assimilation. Cooking, espe- 
cially at a high temperature or for a long period, usually 
diminishes the vitamines in foods. This is one special 
objection to boiled, condensed, and powdered milk, 
patent baby foods, canned vegetables, canned, dried 
and salted meats. Children kept exclusively on such 



162 THE MOTHERCRAFT MANUAL 



^IHI 



foods and boiled water do not thrive. Such a diet 
produces scurvy. Some fresh, uncooked food, such as 
raw milk, uncooked fruit or fruit juices, uncooked veg- 
etables, is needed every day. 

Laxative elements are also essential. These are (a) 
cellulose, found in the husk of whole wheat, and the 
fibers of vegetables and fruits; (b) water, found in 
milk, vegetables, and fresh or stewed fruits; (c) oil, 
found in cream, olive oil, and fatty nuts ; (d) sugars, 
found in honey, molasses, dried fruits; (e) vegetable 
acids, found in fruits. 

Hard foods, requiring work of the jaws, are needed 
every day, especially from nine months to seven years 
of age, while the first and second teeth are coming. 
Hard foods exercise and develop the jaws and teeth, 
and promote a good circulation through the jaws, 
mouth, and nose. They may be supplied by a chicken 
or chop bone wiped free of the cooked meat, or after 
nine months by hard crust, hard toast, zwieback, or 
educator crackers, given at one or two meals every 
day. Soft, mushy foods as a steady diet are injurious, 
not only because they fail to supply the needed exer- 
cise and circulation, but also because they cling to the 
teeth, and by fermenting produce their early decay. 

Foods containing growth-producing principles are 
needed daily. Little is yet known of this factor. 
Some foods that, according to their chemical composi- 
tion, would be considered valuable for growth, have 
been found on experimentation to be lacking in growth- 
producing properties; among these are corn, bacon, 
gelatine. Other foods have marked growth-producing 
results, and among these are milk, butter, eggs, whole 
wheat. 

Foods Permissible for Children at Different Ages. 
Add each new food gradually, beginning with a mere 
taste and observing whether it agrees. Eggs, especially 
white, should be added cautiously, and discontinued if 



THE FEEDING OF CHILDREN 



163 



they cause swelling, indigestion, or diarrhea. Raw 
fruits must be selected with great care, neither over- 
ripe nor underripe, nor swallowed in lumps ; they are 
prohibited in diarrhea. 



10 months : 

Milk 

Oatmeal or whole wheat jelly 
Rice or barley jelly 
Zwieback, hard toast 

12 to 15 months, add : 

Baked potato 
Junket 

Egg yolk hard-boiled, grated 
Coddled egg (i) 
I egg (raw) beaten in milk 
Vegetable broth with puree of 
potato, carrot, or spinach 

15 to 18 months, add : 

Rice boiled or steamed 
(cooked 3 to 6 hours) 

Oatmeal gruel (cooked 6 to 
12 hours) 

18 to 24 months, add : 

Puree (strained) of fresh peas, 
dried peas, celery, onions, 
corn 

Hominy (ground) cooked 12 
hours 

2 to 3 years, add: 

Young tender peas or lima 

beans, mashed 
Asparagus tips,-' stringless 

beans, chopped fine 
Tender carrots, beets, celery, 

minced fine 
Mashed potatoes 
Whole wheat breakfast cereal, 

corn meal, corn bread, bran 

inuffins, macaroni 



Strained spinach 
Prune juice, prune pulp 
Orange juice, strained, diluted 
Gelatine 



Stale whole wheat bread 

Wheatsworth crackers 

Olive oil 

Cottonseed oil 

White grape juice 

Chicken bone or chop bone, 

cooked, meat scraped and 

wiped off 

Butter 

Baked apple (pulp) 

Date pulp 

Custards 



Tapioca thoroughly cooked 

Scraped raw apple 

Ripe raw peach 

Strained honey 

Stewed dried peaches, mashed 



Poached egg 
Stewed pear, mashed 
Stewed chopped figs 
Apple sauce 
Oatmeal crackers 
Purple grape juice 



164 



THE MOTHERCRAFT MANUAL 



3 to 4 years, add : 

Vegetables, diced 
Sweet potatoes, mashed 
Raw, grated carrots 
Cornflakes 
Shredded wheat 

4 to 6 years, add : 

Puree of dried beans, lentils 
Heart of tender celery (raw or 

stewed) 
Minced, tender lettuce 
Stewed tomatoes 
Stewed apricots, strawberries 
Whole cooked prunes 
Whole dates, figs (sterilized) 

6 to 8 years, add : 

Eggs scrambled or omelet 
American cheese (cooked) 
Cottage cheese 
Oysters (cooked) 
Lentils, dried Lima beans 
Raw tomatoes, cress 
Peanut butter 



Seedless grape pulp 
Grape fruit 

Ground almonds, pecans, 
berts 



fil- 



Ripe banana, scraped and 

mashed, or cooked 
(occasionally) 
Peppermints 
Ice cream 
Gingerbread 
Sponge cake, molasses or sugar 

cookie 



Seedless raisins, chopped 
Simple preserves, marmalade, 

jam 
Raw pears, strawberries, rasp- 
berries 
Cantaloupe, watermelon 
Simple layer or loaf cake 



Foods Injurious to Children. Never to be given 
under twelve years of age; not advised for any age. 

Stimulants: Coffee, tea, beer, wine. These fur- 
nish no food value but stimulate the heart and leave 
serious poisons that injure kidneys, liver, stomach, 
and nerves. 

Condiments: Pepper, mustard, catsup, vinegar, 
pickles, horseradish. These are irritating to the deli- 
cate lining of the stomach; they overstimulate the 
appetite ; they have no food value. Excess of acids 
extracts needed mineral from the body. 

Meats : Pork roast or chops, ham, sausages, canned 
or dried meats and fish, corned beef, sweetbreads, kid- 
neys, game. All are difficult of digestion. 



^^&'' 



a I 



4- 



Some Foods Especially Dangerous for Children Under Six. 
Peanuts, ice-cream cones, soda water, baked beans, raw cucumbers, 

popcorn. 




Poisons for Little Children. 
Not for vitality, beauty, clear thinking at any age. 



THE FEEDING OF CHILDREN 165 

Pastry: Pie, tarts, dumplings, cream puffs. The 
combination of fat and starch makes these difficult 
of digestion. 

Rich Foods : Rich cake, puddings, sauces, preserves, 
and conserves. Excess of sugar or fat overtaxes the 
digestion and also spoils the appetite for simple, whole- 
some foods. 

Fried Foods: Fried meat, potatoes, eggs; fritters, 
doughnuts, waffles, pancakes, French toast. Fat so 
combined with starch or protein delays, even prevents, 
digestion. Starch requires longer cooking than is 
possible in frying. 

Fresh Baked (less than twenty-four hours old) : 
Bread, rolls, muffins, cake. Rolls or muffins may be 
served warm by re-heating in oven. Fresh bread or 
cake forms a sticky mass, very difficult for the digestive 
juices to dissolve or penetrate. 

Not permissible for children under six years : 
All difficult of digestion. 

Popcorn Baked beans Cabbage 

Soda water Rusks Whole nuts 

Ice cream cones Grocery cookies Cherries 

Peanuts Cucumbers Berries 

(Some physicians also exclude all cake, candy, ice 
cream, jam.) 

Illnesses Produced by Wrong Feeding. Illness may 
be due to one of several causes. Wrong feeding is 
one fundamental cause of ill health and a direct cause 
of many forms of illness. An excess or deficiency of 
any one of the food elements, wrong combinations 
of foods, wrong habits of feeding, lack of cleanli- 
ness or purity, improper cooking, may all produce 
illness. 

The general ill health and low vitality from wrong 
feeding may be due to : 



166 THE MOTHERCRAFT MANUAL 

(a) Auto-intoxication, from putrefaction of food in 

the intestine because of constipation, or from 
excess of purins ; 

(b) Excess of acid in the blood, due to excess of acid- 

forming foods or deficiency of alkali-forming 
foods ; 

(c) Malnutrition or anemia, due to insufficient food, 

or to lack of some food element; frequently 
due to lack of fats or minerals. 

While the exact relation between wrong feeding and 
some of the specific forms of illness is still a moot 
question, some of the probabilities now tentatively held 
by many physicians may be indicated in a general way, 
as in the following table : 

'' Colds " : 

Overfeeding, especially of protein or sugar 
Colic: 

Irregular feeding 

Overfeeding 

Food taken too rapidly 
Constipation : 

Lack of fruits and green vegetables 

Lack of cellulose 

Lack of water 

Irregular feeding 
Convulsions : 

Sofid food at too early age 

Food difficult to digest 

Constipation 
Gastric indigestion (nausea) : 

Indigestible combinations, e.g. fried foods, milk 
with acids 

Excess of sugar or starch 

Excess of fat 

Irregular feeding 
Headaches : 

Constipation 

Indigestible combinations 

Excess of sugar or purin.^ 



THE FEEDING OF CHILDREN 167 

Intestinal Indigestion : 

Excess of protein 

Excess of cellulose 

Excess of carbohydrates 
Kidney Disorders : 

Excess of purins 

Excess of acid-forming foods 

Excess of salt 

Excess of sugar 
Nervousness : 

Irregular feeding 

Auto-intoxication 

Constipation 

Excess of acid-forming foods 

Excess of sugar or meat 

Insufficient fats 

Insufficient minerals 
Rheumatism : 

Excess of purins 

Deficiency of minerals 
Rickets : 

Lack of vitamines 

Lack of minerals 

Lack of fats 
Scurvy: 

Lack of vitamines 

Lack of minerals 
Summer Diarrhea : 

Unclean food, especially milk 

Underripe or overripe fruit 

Digestion. In the process of digestion, foods are not 
broken down into simple chemical elements, as nitro- 
gen, hydrogen, oxygen, but into simpler yet still very 
complex compounds, as organic minerals (lime, phos- 
phorus, soda), simpler sugars, fatty acids, emulsions, 
soaps ; and the proteins into their many forms of amino- 
acids and (if these are inherent) purins and uric acid. 
Soluble minerals, simple sugars, and many drugs are 
quickly absorbed from the stomach directly into the 



168 THE MOTHERCRAFT MANUAL 

circulation. Water passes into the small intestine in 
five to twenty minutes. The solid portions of mother's 
milk complete their stomach digestion in about two 
hours, cow's milk and other easily digested foods in 
two and a half to three hours, under favorable condi- 
tions. Digestion is continued in the small intestine, 
where about four hours are required for further diges- 
tion ; the soluble portion is absorbed into the circulation, 
and the indigestible remainder, with waste cell material 
and bile, passes into the large intestine. There the 
journey is very irregular and slow, requiring from ten 
to twenty hours. The longer the delay, the greater the 
fermentation and putrefaction, and the accumulation of 
putrefactive bacteria and poisonous gases ; the poisons, 
which are constantly being absorbed into the system, 
produce auto-intoxication. About half the solid waste 
is bacteria and waste cell tissue. 

Food Composition. Every one who is responsible 
for the feeding of children should be thoroughly ac- 
quainted with the different food substances and the 
composition and value of common foods. For practi- 
cal purposes of dietetics, foods are analyzed into their 
content of protein, carbohydrate, fat, mineral, cellu- 
lose, water. Some foods contain only one or two of 
these elements ; other foods contain them all. 

1. Protein foods are those that contain nitrogen; 
their special use is to build new body cells (for growth) 
and to replace waste of tissue ; they also furnish energy. 
Proteins differ in value according to the number and 
the kinds of amino-acids in their composition. 

Foods containing high percentage of protein : 



Eggs 


Cereals 


Peas 


Fish 


Milk 


Almonds 


Beans 


Lean meat 


Cheese 


Peanuts 


Lentils 





2. Carbohydrates (sugars and starches) furnish bod- 
ily heat and muscular energy. 



THE FEEDING OF CHILDREN 169 

Foods containing high percentage of starch : 

Potatoes Cereals Macaroni 

Rice Tapioca Farina 

Foods containing high percentage of sugar : 

Sweet fruits Carrots Molasses 

Dried fruits Honey Barley sugar 

Beets Maple syrup Cane sugar 

Starch digestion begins in the mouth by the action 
of the saliva and is completed in the intestines. 
Starches are changed to a form of sugar. Excess of 
carbohydrates is stored in the liver or as fat through 
the body. 

3. Fats furnish energy and heat. 
Foods containing high percentage of fat : 

Cream Cottonseed oil 

Butter Nuts (except chestnuts) 

Egg yolk Meat fats 
Olive oil 

4. Minerals are found in grains, in fruit, green vege- 
tables, milk, eggs, meat. 

Calcium and phosphorus are furnished in high 
percentage by : 

Grape juice Maple sap 

Orange juice Milk 

Rhubarb 

Calcium, phosphorus, and iron are all supplied in 
high percentage in: 

Spinach Apples Whole wheat 

Celery Prunes Whole cereals 

Peas Peaches Egg yolk 

Lima beans Pears Lean meat (except 

String beans Dates, raisins calcium) 



170 THE MOTHERCRAFT MANUAL 

While milk contains only a low percentage of iron, 
it furnishes a high proportion of the day's supply in 
children's diet, because of the total quantity used. 

Valuable mineral material in many fruits and veg- 
etables is just beneath the skin. It is dissolved into 
the water if these foods are boiled. The mineral 
matter is conserved by baking, or stewing, or steaming, 
by cooking without paring, or by using the water in 
which they are boiled. 

The mineral matter is in the germ and the husks of 
grains. Refined foods, such as white flour and sugar, 
polished or puffed rice, processed barley and corn meal, 
cream of wheat, cornstarch, sago, from which the husk 
has been removed, have been robbed of their mineral 
matter. The whole ground grains and brown sugar 
retain the minerals. 

5. Water, a necessary part of all tissues, constitutes 
about sixty per cent, of the body weight. It promotes 
circulation of the blood and other internal fluids, dis- 
solves poisons, aids elimination of waste through urine, 
feces, and perspiration. Water is best taken half an 
hour before meals, and at the close. If taken with the 
meal, it should be only after food in the mouth has been 
swallowed, that it may not interfere with the action of 
the saliva upon the food. Ice in water makes it too cold 
for the stomach, and unless artificial, is apt to contain 
dangerous impurities. Water should be sipped, warmed 
in the mouth before being swallowed, and not more than 
one glass taken at a time. Water is supplied in : 

Milk Broths Fruits 

Cocoa Fruit juices Green vegetables 

Water constitutes about 65 per cent, of meats, 80 per 
cent, of fish, 90 per cent, of fresh fruits and vegetables. 

6. Cellulose. The indigestible cellulose and fibers 
in food furnish a bulk of waste which stimulates the 
intestines to muscular action. Supplied in : 



THE FEEDING OF CHILDREN 



171 



Whole wheat 
Whole cereals 
Prunes, dates 
Figs, raisins 



Fibrous vegetables as celery, 
spinach, onions, carrots, 
beets, peas, beans 

Skins of apples, pears 



Cellulose is lacking in concentrated foods, as cheese, 
nuts, sugar, butter; refined foods, as white flour, 
cream of wheat, cornstarch; in liquid foods. 



Laxative 


Foods : 




Figs 


Rhubarb 


Pecan nuts 


Dates 


Grapes 


Gingerbread 


Prunes 


Whole wheat cereals 


Molasses 


Orange 


Whole wheat bread 


Honey- 


Apple 


Whole wheat crackers 


Onions 


Raisins 


Corn meal 


Spinach 


Peach 


Bran muffins 


Olive oil 


Plum 


Peanut butter 


Cottonseed oil 



Purin Bodies in Common Foods. Purin bodies are 
found in some protein foods. Purins are uric-acid 



Foods Containing High 
Per Cent. Purins i 


Grains 

Per 
Pound 


Foods Containing 
2 Grains or Less i 


purin-free 
Foods 1 


Sweetbreads .... 

Liver 

Kidney 

Beef 

Pork 

Chicken 

Veal 

Salmon 

Halibut 

Mutton 


70 
19 

14-7 

8 
9 

8 
8 

7 
7 


Peas 

Potatoes 

Onions 

Carrots 

Turnips 

Parsnips 

Asparagus 

Rhubarb 

Spinach 

Dates 

Figs 

Codfish (4) 

Flounder 


Milk 

Cheese 

Butter 

Flour 

Rice 

Macaroni 

Tapioca 

Sugar 

Cauliflower 

Cabbage 

Lettuce 

Strawberries 



1 S.I. Hall: " Purin Bodies.'' 



172 THE MOTHERCRAFT MANUAL 

forming. The poisons of purins are believed to be 
productive of gout, rheumatism, migraine and periodic 
headaches, bihous attacks, catarrhs, neurasthenia, and 
general ill-health of an indefinite nature. 

Acid-forming and Alkali-forming Foods. The blood 
contains some acids and some alkalies. For physical 
efficiency, the balance should be slightly alkaline. In 
the process of digestion minerals are oxidized into 
their chemical constituents of acids or alkalies. An 
excess of acid interferes with the normal alkalinity of 
the blood and secretions, prevents the normal absorp- 
tion of oxygen and elimination of carbonic acid gas 
by the blood, hinders the work of the white blood cor- 
puscles, irritates the nerves, lowering, therefore, the 
resistance and vitality, and irritates the kidneys. In 
the dietary, care should be taken to include alkali as 
well as acid-forming foods. 

Acid-forming : ^ Alkali-forming : ^ 

Meat Milk 

Eggs Fruits 

Grains Vegetables, especially : 

Rice Spinach Lettuce 

Tapioca Celery Cress 

Sugar Potatoes Radishes 

The Question of Meat. Some authorities on dietetics 
now advise against giving meat in early childhood. 
Wiley and Mendel advise waiting until about four 
years, Sherman and Lorand until about eight. 

The following objections are made to meat in chil- 
dren's diet: 

(1) It has a high percentage of purin bodies, which 
the child's organism is less fitted to dispose of. 

(2) It is acid-forming to a high degree. 

(3) '' Meat proteins are much more susceptible to 

1 H. C. Sherman : " Food Products." 



THE FEEDING OF CHILDREN 



173 



putrefaction in the intestine, giving rise to absorption 
of putrefactive products which are more or less injurious 
(producing ' auto-intoxication ') than are the proteins 
of most other foods/' ^ 

(4) It is stimulating to the flow of gastric juice, es- 
pecially the extractives, which are found particularly 
in meat juices, meat broths, beef tea. As an acid- 
forming food it is stimulating, and easily irritating, to 
the nerves, and therefore is disadvantageous with 
nervous children, or when the nervous system is yet 
highly sensitive, as it is in early childhood. 

(5) Carnivorous animals, such as the cat and the 
dog, do not permit their young to have meat until the 
teeth are developed. Meat given experimentally to 
young kittens produced convulsions. 

(6) It is an expensive form of protein. Beef juice 
contains chiefly the stimulating extractives, and a 
shght quantity of iron. 

(7) Protein in milk, selected vegetables, and (usually) 
eggs, is more easily digested ; and iron can be supplied 
by selected vegetables and fruits. 

The following table gives approximately the compara- 
tive value of alOO-calorie portion of beef juice (requiring 
3| pounds of lean beef) and an equal bulk of milk. 

















<M , 


















21 






g 




;zi 




• S 


e. 


^! 


^ 




< 


i 


% 




O H 




O' 
Wi 


§ 




p 








o t 




O' 






a 


o 


Ph 




^ w 








Beef juice 


14.1 oz. 


100 


19.6 


2.4 




.015 


.46 


.003 


Milk . . . 


14.1 oz. 


276 


13.1 


15.9 


20 


.649 


.832 


.0009 



The meat at twenty-two cents a pound costs seventy- 
seven cents ; the milk at ten cents a quart costs five 



H. C. Sherman : " Food Products." 



2 Grams. 



174 THE MOTHERCRAFT MANUAL 

cents. One pound of meat will give little more than 
one fourth of this food value ; one ordinary serving (2 
ounces) only 3 per cent, of the above values. 

Physicians, on the other hand, more often advise 
meat, especially for the iron and the stimulation to 
digestion. 

The Question of Sugar. Sugar is a concentrated 
form of fuel food. Children need much of fuel foods, 
but this can be given in the form of fats and starches as 
well as sugar. Sweet easily spoils the appetite for 
plain, more wholesome foods, and gives a sense of 
sufficiency before the needs of the body have been 
satisfied. Children whose taste has been spoiled by 
sweetened food are more likely to show a distaste for 
wholesome vegetables. Sugar taken between meals or 
in excess at meals is irritating to the sensitive lining 
of the stomach. Sugar excess causes fermentation in 
the stomach and intestines, overtaxes the liver, reduces 
the normal alkalinity of the blood, produces nausea, 
headache, biliousness, irritability, nervousness. It in- 
jures the teeth by causing mouth acidity, which pro- 
duces tooth decay, and by causing distaste for simple 
lime-containing foods. The peevishness and irritabil- 
ity of children after an overdose of candy is very likely 
due to the indigestion and the hyperacidity of the 
blood, which irritates the nerves. 

Cane sugar and candy lack the mineral matter found 
with sugar in the natural syrups, fruits, and vegetables. 
The necessary amount (and it is small) of sugar should 
therefore be given to young children in the form of 
fruits, at the close of the midday meal. It is advanta- 
geous to the child's efficiency and contentment not to 
have candy or ice cream under four years of age, and 
he will thrive without them until ten years. When 
allowed, they should be given only in slight amount 
as a dessert at the close of dinner, and not between 
meals. 




Wholesome Sweets at Suitable Ages. 

Homemade peppermints, sweet chocolate, barley sugar, sponge cookies, 

molasses cake, honey, maple syrup, prunes, figs, dates, plums, 

apples, peaches. 




Laxative Foods. 
To be selected, appropriate to age. 



THE FEEDING OF CHILDREN 175 



Wholesome Sweets ^ 

Honey Simple, pure candy 

Maple syrup Molasses candy 

Sweet fruits : Peppermint wafers 

Oranges, Apples Milk chocolate 

Peaches, Plums Barley sugar 

Seedless grapes Simple homemade cake 

Dates, Figs Sponge cake 

Seedless raisins Gingerbread 

Prunes Molasses or sugar cookies 

Rational Dietary. A rational dietary for children 
should meet the following requirements : 

1. Total calories per day, computed for the age, 
weight (normal) ; modified by the activity, season, 
health, of the individual child 

2. Balance of protein, fat, carbohydrate : Protein 
10-15 per cent ; fat 25-35 per cent ; carbohydrate 50- 
60 per cent. 

3. Purin-free or low in purins 

4. Minerals supplied, especially lime, phosphorus, 
iron, soda, potash 

5. Vitamines supplied by some uncooked or fresh, 
slightly cooked foods 

6. Laxatives furnished by cellulose, water, oils, 
sugars, vegetable acids 

7. Hard foods, requiring gnawing and chewing 

8. No irritants or artificial stimulants, e.g. pepper, 
mustard, vinegar, condiments, alcohol, beer, tea, coffee 

9. Combination of food carefully arranged : 

a. Some alkali-forming 

b. Milk not served with acids, as tomatoes, oranges, apples, 
apricots, peaches, lemon juice 

c. Agreeable proportion of liquids and solids 

d. Flavors combined that taste well together 

e. Variety slight at one meal (3 to 6 items) ; wider range from 
day to day 

1 Adapted to age. See pages 163-5. 



176 



THE MOTHERCRAFT MANUAL 



10. Cooking : 

a. Albumen (milk, white of egg) slightly coagulated 

b. Cereals and starches thoroughly cooked 

c. Fats not overheated (below smoking or scorching point) 

d. Fats not mixed while hot with starches or sugars (gravies, 
sauces, fried foods, pastry), or with protein (fried eggs) 

e. Vegetable cellulose removed, or divided, according to the 
development of the digestive system of the child 

Table for Hours of Feeding 





No 








Age 


Feed- 
ings 


Intervals 


Hours 


Addenda 


12 to 24 










months 


4-5 


4 hours 


6, 10 a.m., 2 p.m. 


Fruit juice 

8 a.m. 


2 to 3 or 4 








Dinner 2 p.m. 


years 


4 


4 hours 


6 : 30, 10 A.M., 


Do. 


3 or 4 to 9 






2, 5 P.M. 




years 


3 


4J-5 hours 


7 : 30 A.M., 
12, 5 P.M. 


Fruit juice 

6 : 30 A.M. 
Dinner 12 M. 
Milk or fruit 


After 9 








3 : 30 P.M. 


years 


3 


4^-5^ hours 


7 : 30 A.M., 
12, 6 P.M. 


Do. 



Differences of social, economic, and climatic condi- 
tions will naturally lead to differences of usual rising 
hour and general day's regime. The above schedule 
is consistent with the environment represented in the 
daily schedule on pages 124, 125. 

A special schedule should be made out for the in- 
dividual child, according to his environment and special 
needs. Certain fundamental principles must be fol- 
lowed, in varying this schedule. (1) Regular times for 
meals ; (2) intervals between meals ; (3) heaviest meal 
at midday; (4) interval before bedtime; (5) interval 
before bath. 



THE FEEDING OF CHILDREN 177 

To make out a dietary for a given individual. 

1. To compute the total calories required for one day, 
(a) take the normal weight for the age, sex, height (see 
appendix), and (b) multiply this by the calories required 
per pound of body weight. (Table, page 160.) 

Use the minimum calories for youngest, maximum for 
oldest in each age group. A child of active tempera- 
ment requires more calories than a phlegmatic child of 
same age and weight. Factors indicating a liberal al- 
lowance of calories are outdoor life, cold weather, vig- 
orous exercise, or a child under normal weight. A 
smaller allowance is indicated by indoor life, little ac- 
tivity, hot weather, or a child over normal weight. 

2. Compute the number of these total calories for 
protein (15 per cent, of total calories), fat (25-35 per 
cent.), carbohydrates (50-60 per cent.). 

3. Make out a tentative day's dietary, in 100- 
calorie portions, and add or deduct portions until 
the total of computed calories is approximated; a 
difference not to exceed 10 per cent, is allowable. 
(Table, page 160.) 

4. Analyze these portions (see appendix), and com- 
pare with computed amounts (2 above) for balance of 
protein, fat, carbohydrate. Differences not to exceed 
ten per cent, are allowable. For compound foods, as 
custard, puree, analyze each of the ingredients. 

5. Analyze for lime, phosphorus, iron. 

6. Check for alkali-forming foods, vitamines, laxa- 
tives, hard foods. 

7. Divide into meals. The heaviest meal should 
come in the middle of the day. 

8. Note the method of preparation suited to the 
development and condition of the individual. 

The making of a well-balanced and organized dietary 
for a day requires several hours of careful calculating. 
It is therefore the part of wisdom, as well as economy of 
energy, to carefully make out a dietary for six or seven 



178 



THE MOTHERCRAFT MANUAL 



days, that there may be balance in each day's ration, 
and a wide range of variety from day to day ; and to 
preserve these for reference. By measuring out 100-cal- 
orie portions of common foods for a few days, the student 
comes to recognize these quickly, and the assembling of 
a meal comes to have all the zest of a game. 

Illustration of Method in Making out a Dietary. 



Activity : Out-of-doors 
Season : Winter 
Temperament : Active 



Age : 4 years 
Sex : Boy 
Health : Robust 
Height : 39 inches 

1. Normal weight : 35 pounds ; Calories per pound : 38 ; Total 
Calories : 133 

2. Estimated Calories: Protein, 200; Fat, 465; Carbohy- 
drates, 665 



3.-5. 


Analysis 


of Day's 


Food 










^1 


m 














Food 




1 
•< 
O 


1 






1 

h3 




I? 
o 
« 
»— 1 








Gal. 


Gal. 


Gal. 


Grams 


Grams 


Grams 


Grape juice . . 


5T 


75 






75 


.016 


.03 




Milk .... 


Upt. 


500 


95 


260 


145 


1.195 


1.515 


.0017 


Oatmeal . . . 


IT 


25 


4 


2 


19 


.007 


.054 


.0002 


Bread 


















(whole wheat) 


2 slice 


200 


30 


10 


160 


.032 


.32 


.0012 


Butter .... 


1^ cube 


150 


1 


149 




.004 


.006 




Crackers 


















(Wheatsworth) 


1 


25 


4 


6 


16 


.004 


.061 


.0003 


Rice .... 


1 T 


60 


5 




45 


.004 


.085 


.0004 


Potato .... 


1 med. 


50 


6 




44 


.009 


.083 


.0007 


Peas (fresh) . . 


2T 


60 


14 


2 


34 


.016 


.12 


.0008 


Egg 


1 


74 


24 


60 





.044 


.175 


.0014 


Apple sauce . . 


1 apple 


100 


3 


7 


90 


.022 


.05 


.0005 


Dates .... 


3 


50 


1 


4 


45 


.01 


.01 


.0005 






1349 


187 


489 


673 


1.363 


2.509 


.0079 



6.-7. Feedings, 4. Hours, 7 : 30, 10 : 00 A.M., 12 : 00 ; 5 : 00 p.m. 
Day's menu : (See menu for child 2 to 4 years, page 181). 
8. Method of preparation: For first teeth; vegetables diced; 
whole dates, prunes. 



THE FEEDING OF CHILDREN 



179 



Typical Menus For Different Ages^ 

I. Twelve to Fifteen Months 
Calculated for 21 pounds at 45 calories = 945 calories 





Calories 


Vita. 


Alka. 


Lax. 


Hard 


A.M. 

6 : 00 1 J glass warm milk . . 

8 : 00 orange juice 

10 : 00 oatmeal jelly 

IJ glass milk 

1 t top milk 

P.M. 

2 : 00 J potato, baked .... 

1 t top milk 

i slice bread, toasted . . 

prune pulp 

1 J glass milk . . _ . . . 
5 : 30 oatmeal jelly 

1| glass milk 

small slice zwieback . . 


150 

75 

25 

150 

5 

25 

15 

50 

100 

150 

25 

155 

25 


S 
S 

S 
S 

S 

S 
S 

S 


S 
S 

s 
s 

s 
s 

(?) 

s 
s 


S 

s 
s 


S 

s 


Totals as analyzed . . 


950 











CALORIES GRAMS 

Prot. Fat Cbhy. Lime Phos. Iron 

Calculated: 142 331 473 

Analyzed; 145 333 472 1.622 2.293 .0043 

Vitamines may exist in some degree in slightly cooked foods. 



1 1 = teaspoonful 
T = tablespoonful 
s = supplied 



180 



THE MOTHERCRAFT MANUAL 



II. Fifteen to Twenty-Four Months 
Calculated for 26 pounds at 42 calories = 1092 calories 





Calories 


Vita. 


Alka. 


Lax. 


Hard 


A.M. 

6 : 00 2 glasses warm milk . . 

1 Wheatsworth cracker . 
8 : 00 orange juice 

10 : 00 oatmeal gruel .... 

2 glasses milk .... 
i slice toast, whole wheat 

P.M. 

2 : 00 i coddled egg .... 

i baked potato .... 

1 T spinach 

i slice bread, whole wheat 

i T butter 

6 : 30 oatmeal gruel .... 

4 slice toast, whole wheat 

1 Wheatsworth cracker . 

2 glasses milk .... 


200 
25 
75 
50 

200 
50 

37 
25 
10 
25 
25 
50 
50 
25 
200 


S 
S 
S 

S 
S 
S 

S 


S 

s 
s 

s 
s 

s 

s 


S 

s 
s 

s 
s 

s 
s 


S 

s 


Totals as analyzed . . 


1047 















CALORIES 




GRAMS 






Prot. 


Fat Cbhy. 


Lime 


Phos. 


Iron 


Calculated : 


164 


382 546 








Analyzed : 


177 


386 484 


1.647 


2.592 


.0068 



THE FEEDING OF CHILDREN 



181 



ni. Two to Four Years 

Calculated for 35 pounds at 38 calories = 1330 calories 



A.M. 

6:30 

7:30 



10:00 



12:00 



P.M. 



grape juice 

i serving oatmeal . . . 
2 glasses milk .... 
I slice toast, whole wheat 

I T butter 

1 glass milk 

1 Wheatsworth cracker . 
i potato baked .... 

1 T peas 

1 egg coddled .... 

1 T butter 

apple sauce . . . . . 
I slice bread, whole wheat 



: 00 rice (unpolished) , 
date pulp . . 
2 glasses milk 
1 slice zwieback 



Totals as analyzed 



Calories 



75 
25 

200 
50 
50 

100 
25 
50 
50 
74 

100 

100 
50 

50 

50 

200 

100 



1349 



Vita. 



Alka. 



Lax. 



Hard 



Calculated : 
Analyzed : 



CALORIES 

Prot. Fat Cbhy. Lime 

200 465 665 

187 489 673 1.363 



GRAMS 




Phos. 


Iron 


2.509 


.0079 



182 



THE MOTHERCRAFT MANUAL 



IV. Four to Six Years 
Calculated for 40 pounds at 37 calories = 1480 calories 



A.M. 

6:30 

7:30 



12:00 



P.M. 

5:00 



orange juice 

rice 

chopped figs 

2 1 glasses milk .... 

1 slice toast, whole wheat 

butter 

lima beans, fresh . . . 

2 T spinach ..... 
potato, boiled in skin . . 
chicken 

1 slice bread, whole wheat 
butter 

2 plums ...... 

J shredded wheat . . . 
2i glasses milk .... 
molasses cookie, hard . . 

Totals as analyzed . . 



Calories 



100 

50 

50 

250 

100 

75 

50 

25 

50 

25 

100 

100 

50 

50 
250 
100 



1475 



Vita. 



Alka. 



(?) 



Lax. 



Hard 





CALORIES 




GRAMS 






Prot. Fat Cbhy. 


Lime 


Phos. 


Iron 


Calculated : 
Analyzed : 


222 518 740 
203 481 791 


1.557 


2.760 


.0109 




Day's Menu for Child Two to Four Years. 




Day's Menu for Child Four to Six Years. 



THE FEEDING OF CHILDREN 



188 



V. Six to Eight Years 
Calculated for 47 pounds at 33 calories =» 1551 calories 





Calories 


Vita. 


Alka. 


Lax. 


Hard 


A.M. 

6 : 30 orange juice 

' 7 : 30 whole wheat cereal . . . 

li glass milk 

1 slice toast, whole wheat 
f T butter ..... 
soft boiled egg .... 

1% 

12 : 00 1 portion macaroni . . 
1 T cheese, cooked . . 
4 T string beans . . . 
lettuce, oil, lemon juice . 

1 slice bread 

1 T butter . . . . . 
raw apple 

P.M. 

5 : 00 1 shredded wheat . . . 

1 cup milk 

1 cup custard .... 
1 slice toast, whole wheat 
iT butter 


100 

100 

150 

100 

50 

74 

50 

50 

100 

25 

55 

100 

50 

100 

100 
100 
150 
100 
50 


s 

s 

s 
s 
s 

s 

s 
s 

s 

s 


s 
s 
s 
s 

s 
s 

s 

s 

s 
s 


s 
s 

s 
s 

s 
s 

s 

s 

s 


S 
S 


Totals as analyzed . . 


1604 















CALORIES 




GRAMS 






Prot. 


Fat Cbhy. 


Lime 


Phos. 


Iron 


Calculated : 


233 


543 775 








Analyzed : 


214 


517 873 


1.475 


1.865 


.0099 



184 THE MOTHERCRAFT MANUAL 

Care of Food. All food should be kept covered, 
protected from dust, bacteria, insects, odors, poisonous 
gases (from bad drainage in refrigerator or kitchen). 
Butter should be kept in oiled paper or covered by 
a salted muslin cloth. 

Cooked foods should be quickly and thoroughly 
cooled, and then covered and kept in a cool place. 

Milk requires the most painstaking care, as bacteria 
multiply in it very rapidly unless it is kept cool and 
clean. It should be kept in a seamless, non-rusting 
receptacle, covered from dust and insects (preferably 
with a clean, double muslin cloth that will admit air 
but keep out dust) ; and placed in a clean, odorless, 
ventilated place. If a refrigerator or clean, cool 
cellar, springhouse, or well is not available, a homemade 
refrigerator may be constructed, similar to the fire- 
less cooker, that will require little ice. Or the bottle 
may be placed in a basin of cool running water and 
covered with a clean muslin cloth the edges of which 
absorb the water ; if thus placed in a draft, the evapora- 
tion will keep the milk cool. In hot weather it should 
be pasteurized for children under six years, and at 
other seasons for children under four, unless certified. 

Milk should preferably be bottled at the dairy for 
delivery. If delivered from cans it should be exposed 
as little as possible to the air and dust, the measures 
should be scrupulously clean, and it should be poured 
at once into bottles or jars that have been sterilized 
by boiling and that are covered from dust until filled. 
It should be immediately covered. 

If milk is delivered in bottles, provision should be 
made for protecting these from dust, sun, and animals 
until they are brought into the kitchen. The bottles 
should be well washed in cool water, especially around 
the top and cover, before opening. The rim of the 
bottle should be wiped with a clean cloth and the cover 
replaced immediately after pouring. 



THE FEEDING OF CHILDREN 185 

Milk which has been warmed or which has stood 
uncovered outside the bottle should not be poured 
back or used again for the children to drink, as bac- 
teria have multiplied in it very rapidly. It may be 
used for cooking. 

Milk. The production of milk requires the greatest 
cleanliness. If a cow is kept, the dairy, utensils, 
methods of milking and caring for the new milk should 
conform to the standards set forth in the Federal and 
State Health Bulletins. If milk is purchased, inspec- 
tion should, if possible, be made of the dairy and the 
methods of cooling and transportation. In the large 
cities, milk is now graded according to the degree of 
care and the cleanliness as indicated by the bacteria 
count. Certified or Grade '' A '' should be used for 
children under three years of age. Grade '' A '' is 
preferable, but Grade '' B '' can be used for children 
over two years. Grade '' C '' and loose milk are 
fit only for cooking. 

The milk from a herd is more uniform from day to 
day than from a single cow. Holstein or Guernsey 
milk is preferable for children, especially for infants, as 
the lower fat content and softer curds make it more 
easily digested than Jersey milk. 

Sterilized or condensed milk is less easily digested and 
less nutritious than raw milk, and is conducive to con- 
stipation. The high degree of heat to which they have 
been subjected has reduced the vitamines and affected 
the protein. 

Milk may spoil even before it has soured. Pasteur- 
izing delays souring but not spoiling. Unscrupulous 
dealers sometimes add preservatives to prevent souring. 
Such milk is dangerous. Clean, freshly soured milk 
is harmless, but should not be given to children under 
three except as buttermilk. With young children and 
babies, buttermilk can sometimes be retained and di- 
gested when sweet milk cannot be taken. The special 



186 THE MOTHERCRAFT MANUAL 

tablets containing the Bulgarian bacillus should be used, 
and usually, with the whole milk, in making butter- 
milk for young children. These tablets may be ob- 
tained from the druggist. 

Skimmed milk has all the value of whole milk ex- 
cept the cream. Whey contains the minerals, sugar 
and fats. Bottled commercial cream has a very high 
bacteria count and should never be used for children. 
Ice cream should be freshly made of fresh, pasteurized 
milk, with scrupulous cleanliness. 

Principles of Cooking. Before food can be utilized 
by the body, it must be made soluble — changed into 
substances that are dissolved so they can pass readily 
through the walls of the food tube into the blood. 
In the digestive tract fats, carbohydrates, and protein 
must first be separated, as different digestive fluids 
are provided to act upon each of these. Cooking for 
children should (1) make foods easily soluble ; (2) pro- 
duce little mixture of protein, carbohydrates and fats ; 
(3) improve the flavor, and (4) raise the temperature 
to about blood heat (98° F.), when served. 

The degree of development of the digestive fluids, 
the stomach, and the teeth must be considered in 
preparing food for an individual child. In infancy the 
digestive system is undeveloped, lacking in digestive 
fluids, stomach small, and there is no provision for 
chewing. 

Until nine months of age babies do not have digestive 
fluids for starch, or for protein except the curds of 
milk ; their teeth are not yet serviceable for chewing, 
and solid food of any kind is so indigestible that it often 
causes convulsions, if given. 

After nine months, starches thoroughly cooked and 
without cellulose may be given cautiously. 

All food must be easily soluble until two years of age, 
that is, until enough of the first teeth have developed 
for adequate chewing of soft cellulose. 



THE FEEDING OF CHILDREN 187 

For children under 18 months, cellulose and fibers 
strained out of vegetables. 

For children 18 months to 3 years (before first teeth 
are all cut) vegetables mashed or chopped fine ; coarse 
cellulose removed. 

At three years, all the first teeth (20) should be cut, 
and the child can chew the cellulose of vegetables and 
fruits. 

For children three years (first teeth all cut) to 8 
years (second teeth partially cut) vegetables diced, 
whole cooked fruits. 

During the first two years of second dentition (from 
6 to 8 years) the missing teeth make chewing less 
adequate, and care is needed to provide easily divided 
food. After eight years enough of the permanent teeth 
have been cut to permit fibers of meat in the diet. 

Cooking for Children. Before beginning the prep- 
aration of food, wash the hands thoroughly and clean 
the finger nails. See that all utensils are scrupulously 
clean, as well as dish towels with which they are 
wiped. Use agate or enamelware for all acid fruits 
and vegetables, and a double boiler for milk. Do not 
use aluminum ware for acids or eggs, or tin for acids, 
as poisonous compounds would be formed. Taste food 
before serving, using a clean spoon which is not re- 
placed in the food but immediately washed. Keep 
food uncovered as little as possible. 

Milk. In heating milk always use a double boiler 
and do not let the milk reach the boiling point. Boiling 
hardens the protein and makes it difficult of digestion. 

To pasteurize milk : put in sterilized bottles, stoppered 
with non-absorbent cotton. Place bottles in kettle 
with cold water coming to height of milk in bottles. 
Put cloth or paper in bottom of kettle and between 
bottles, to prevent breaking. Milk is advisably pas- 
teurized by bringing water to 145"" F. and maintain- 
ing at exactly this temperature for thirty minutes, 



188 THE MOTHERCRAFT MANUAL 

either turning fire low or removing kettle from fire, 
leaving bottles in water for half an hour, or placing 
the kettle in a fireless cooker, or covering tightly with 
newspapers. Cool bottles quickly by placing in luke- 
warm water, then in cold water; then on ice, or where 
temperature of 45° can be maintained. 

Toast. Use stale bread. Make in the oven, drying 
hard throughout, the outside then lightly browned in 
gas oven or over coals or an electric toaster. 

Dried fruits. Sort carefully, remove blemishes, 
wash thoroughly in colander. Soak overnight in 
water to cover; bring to boil, and let simmer with 
low fire or in fireless cooker until soft. Add no sugar 
to prunes, dates, figs, seedless raisins, and little to 
peaches, apples, apricots. California prunes should be 
used, as they are sweeter and less acid. Honey may 
be used, instead of sugar, for sweetening other fruits. 
Soda should be added to tart fruits, as apricots. 
For children one to three years, make pulp by removing 
pits and mashing through fine colander (not tin). 
For children over three, dates and figs may be served 
uncooked, after thorough washing, or sterilizing for 
ten minutes in a colander over steam and then drying. 

Cereals. Cereals require a high degree of heat for 
the first five or ten minutes, to burst the covering of 
the tiny starch cells, then long cooking at a moderate 
temperature. This applies to oatmeal, barley, wheat 
cereals, corn meal, samp, rice, tapioca, sago. A double 
boiler should be used and, unless a coal fire is available 
for a long period, a fireless cooker. The latter can be 
made in a few hours at a cost of less than half a dollar, 
by using a wooden box with a hinged cover, sawdust 
for packing, and asbestos paper for lining. 

In cooking any cereal, have the water boiling in 
both the upper and lower parts of the double boiler. 
Put the upper part directly over the heat and let the 
water boil violently for a minute. Add salt in the 




THE FEEDING OF CHILDREN 189 

proportion of 1 tablespoon to one quart of water. Pour 
in the cereal very slowly, so the boiling does not stop. 
Let this boil five minutes, shaking gently, then place 
in boiler and put into fireless cooker, or over low fire. 
Gruel or porridge : 

1 part rolled or flaked oatmeal or wheat to 2 parts 

water 
1 part corn meal or rice to 3 parts water 
1 part fine wheat or hominy, coarse oatmeal, 

tapioca or barley to 4 parts water 

Cereal jelly is made by straining the gruel through 
cheesecloth or finest wire strainer. 

Cereal water is made by using a smaller proportion 
of cereal — from 1 to 2 tablespoons to 1 pint of water, 
— and straining. It may be made from the prepared 
barley, wheat, oat, or rice flour, using 1 tablespoon of 
the flour, blended with 2 tablespoons cold water, and 
proceeding then as with the whole cereal, stirring occa- 
sionally, and cooking from thirty to sixty minutes. 

Note that cereal water contains little nourishment 
and, unless made from the whole grains, little mineral. 

The ready-cooked oatmeals and wheat cereals should 
be cooked not less than one hour for children. 

The dry, ready-to-serve cereals are thoroughly dex- 
trinized and easily digested if well chewed, and there- 
fore as advantageous for children over two or three. 

Eggs. Eggs are quite easily digested raw, strained 
through a fine sieve. Raw egg is usually laxative. 
They should be cooked merely until the whites begin 
to set and are like soft jelly. Or the grated yolk, after 
boiling twenty minutes, may be used. 

To soft boil. Place in boiling water which is imme- 
diately removed from the fire ; let stand eight to ten 
minutes. Or put into cold water in covered saucepan ; 
bring to boiling point and remove saucepan from fire. 

To poach. Grease the bottom of a small skillet with 



190 THE MOTHERCRAFT MANUAL 

some fat. Put in boiling water with 1 teaspoon 
salt. Drop in egg from saucer, and turn fire low, or 
remove skillet. Let stand 2 to 5 minutes, until white 
is set. Remove with perforated spoon or ladle. Serve 
on toast which has been dipped in boiling salted water 
and slightly buttered. 

Cocoa. For children four to eight years old, make 
cocoa weak, using only I teaspoon cocoa to a cup of 
milk. Blend the cocoa with I teaspoon sugar and 1 
tablespoon boiling water. Add | cup of boiling water 
and boil for five minutes. A larger portion may be 
made at one time, and kept on ice. Heat the milk in 
a double boiler and add the hot cocoa to this. Do not 
let the milk boil. 

Soups and Purees. For thin soups, take equal parts 
of milk and the vegetable water from cooking potatoes, 
rice, spinach^ carrots, celery, corn, lima or string beans, 
peas*. Heat in double boiler. 

Purees are made by mashing and straining any of 
these vegetables, and adding milk. 

The most nutritious thickening is given by adding 
cereal gruel, or raw egg beaten in just before serving, 
after removing from the stove. Thickening of flour 
or cornstarch requires cooking for half an hour. Flour 
in melted fat is indigestible. 

Vegetables. Use fresh, tender vegetables. Sort care- 
fully, removing bruised and blemished places. Wash 
or scrub thoroughly through two or three waters, using a 
colander. If canned, remove all immediately from con- 
tainer. For children under two years, potatoes should 
be baked, and other vegetables cooked thoroughly 
and put through a fine sieve, removing all cellulose. 
For children of two and three years, vegetables should 
be minced ; for those four to eight years, merely diced. 

Baked potato. Remove skin from two ends to 
permit escape of steam in cooking. Bake in hot oven 
until mealy — about forty-five minutes. Pierce with 



THE FEEDING OF CHILDREN 191 

hot fork or break open slightly to permit escape of 
steam. 

Boiled potatoes. Boil in skins to prevent loss of 
mineral nutrients. Put into boiling water; add 1 
teaspoon of salt to each pint of water, and boil gently 
for half an hour. Test with a fork, and when mellow, 
drain off the water, remove the cover, and let the mois- 
ture evaporate. If very large potatoes are used, add a 
cup of cold water when the outside is cooked ; this 
prevents overcooking of outside portion. 

Other vegetables may be baked, steamed (cooked 
in a steamer), or stewed. The ordinary method of 
cooking vegetables by boiling in a large quantity of 
water removes the essential minerals and watersoaks 
the vegetables. 

Dried peas, beans, lentils, should be soaked over- 
night, salted and boiled for fifteen minutes, then put 
into the casserole or fireless cooker and cooked from six 
to ten hours. 

Young beets, string beans, lima beans, carrots, 
spinach, peas, asparagus, summer squash are best 
steamed until tender (from thirty to sixty minutes). 
They may be stewed by putting in a covered saucepan 
with just enough salted water to prevent burning, and 
with the water just boiling. 

Onions should be put into boiling water with 1 
teaspoon salt, | teaspoon soda, and a piece of char- 
coal to 1 quart of water. After cooking five minutes, 
pour off the water and add freshly boiling, salted water ; 
after ten minutes drain again and put into salted boiling 

T = Tablespoon t = teaspoon c = cup 

3 t = 1 T 1 t = i oz. 16 fluid oz. = 1 pt. 

16 T=: 1 c 1 T = li oz. 16 oz. by wt. = 1 lb. 

2 c = 1 pt. 1 c = 8 oz. 1 oz. =28 grams (metric) 

2 J lb. =1 Kilogram (metric) 

Spoonful or cupful means level. Teaspoons vary in size. 



192 THE MOTHERCRAFT MANUAL 

water. Boil until tender — forty-five to sixty minutes. 
Leave the cover off to avoid odors. Spanish or Ber- 
muda onions are mildest in flavor. 

In serving vegetables, add a little cream for young 
children ; omit sauces. 

Serving. Let the child eat outdoors whenever 
possible. If indoors, have the room well ventilated 
and not above 68° F. 

Until six years of age the child preferably should have 
his meals, at least dinner and supper, at separate hours 
from the adults. He will give better attention to his 
food, will not be tempted by adult food, and not sub- 
jected to the table conversation v/hich is too often di- 
rected at him or not of interest. 

A low chair and table is much to be preferred to a 
high chair, until six years ; then a higher chair, com- 
fortable for the dining table, with a foot rest, should be 
provided, to be cut down as the child grows. 

Serve milk at blood heat (98° F.) to children under 
two years of age, and in cold weather for children to 
six years. Serve warm milk for cooked cereal. 

The serving plate for children under three should be 
kept warm during the mealtime. Special children's 
plates are now procurable that have thermos qualities 
or that are kept v/arm by hot water. 

Avoid any possibility of infection. For example: 
Do not return spoon or fork to child's food, or give to 
child, after you have used it yourself, or another child 
has used it. Do not blow into child's food ; use some 
other means of cooling. 

Cereals should be fresh cooked within twelve 
hours for children under two, and within twenty-four 
hours for older children. Baked potatoes and eggs 
should be fresh cooked for each meal. Vegetables, 
soups, and purees should be cooked within twenty- 
four hours. 

Toast should be buttered when cold. If buttered 



THE FEEDING OF CHILDREN 193 

hot, the fat surrounds the starch grains and makes 
their digestion difficult or impossible. 

Cereal should be served without sugar or butter, 
which make digestion difficult and form a rich combina- 
tion that spoils the appetite for simple, wholesome foods. 
Top milk may be added, and for children two years, 
chopped stewed fruit. 

The digestive juices in the mouth have an important 
part in the digestion of starches, therefore every means 
should be used for the insalivation of starchy foods. 
Dry buttered toast or whole wheat cracker, for in- 
stance, eaten with cereal, necessitates longer chewing of 
the cereal. The saliva is alkaline, and its action upon 
starches is hindered by the presence of an acid ; there- 
fore acid fruits, such as apple sauce, should not be taken 
into the mouth at the same time as starchy foods, such 
as bread, crackers, or cookies. Bread and milk are 
more digestible when taken together, as the milk is 
thus divided into smaller curds. Milk from a glass 
should be slowly sipped, in small swallows; this is a 
very important habit to cultivate in small children. 

The diet should be carefully selected and analyzed, 
carefully prepared and daintily served with the mini- 
mum portions to meet the child's needs. With these 
conditions a child should be trained to eat what is 
set before him, without argument, having a second 
helping of the simple foods to the limit of his caloric 
needs. Do not permit a child to be finnicky about his 
food. The tastes and food habits are formed in early 
childhood. 

Cultivate a taste for vegetables by giving first in 
vegetable broths, and then gradually give a teaspoonf ul 
of the mashed vegetable. 

If a wholesome food is refused on first offering at 
one meal, give that first at a subsequent meal and 
withhold more desired foods until this is taken. Keep 
dessert out of sight until other food is eaten. An occa- 



194 THE MOTHERCRAFT MANUAL 

sional child is not able to digest some special food, as 
milk, eggs, strawberries, fish. Some children cannot 
digest plain milk but can take it in foods, as in broth, 
junket, custard, pudding. 

Common faults and tendencies in the child to be 
guarded against are: 

Insufficient chewing 

Eating too rapidly 

Drinking milk rapidly instead of sipping 

Dawdling over meals 

Eating with fingers 

Carelessness about the dropping of food on table and 

floor 
Unwillingness to try new foods 
Unwillingness to eat vegetables 
Preference for sweets and starches 
Overeating of bread 

Common faults of adults, in the feeding of children : 

Overfeeding 

Irregular feeding 

Allowing child to choose or refuse food and become 

finicky 
Giving too large a portion of bread and cereal 
Too much mushy food 
More than one quart of milk a day 
Insufficient hard foods 
Coaxing child to eat when not hungry or when tired 

or ill 

School children should always have an adequate warm 
breakfast, with plenty of time to eat without hurrying, 
and a warm midday meal. If the school is too far 
away for them to return home, some provision should be 
made with the teacher, school principal, or near-by 
home, for one or two warm dishes. 

Children under six years should always have the 
mother or other intelligent attendant with them during 



THE FEEDING OF CHILDREN 195 

meals to train in careful chewing and drinking, neatness, 
courtesy, conversation. With children under four 
years a spirit of play may be brought into the feeding, 
especially with the less desired foods; this should 
gradually be dropped during the fifth year. 

Utilize the opportunity for training in motor coor- 
dination and self-reliance. Babies can be given water 
from a spoon at one month, and can begin drinking 
from a cup at six months; thus trained, they will 
never acquire the bottle habit, and they can learn to 
feed themselves during the second or third year. The 
motor control and self-reliance thus gained are far more 
important than the messing of food during a few months. 
Let the children help clear their table (18 months) ; 
brush up any crumbs (2 years) ; bring in their own 
dishes and food (3 years) ; wash dishes (3 years) ; 
help with the cooking (4 years). 

Use enamel cups, sauce dishes, and plates until at 
about three years the child can confidently handle 
dishes without breaking them. 

The serving of food has the value of a religious cer- 
emony and a social banquet, as well as the satisfying 
of physical needs. With intelligence and forethought 
it can be made of such significance, and a means of 
teaching reverence, courtesy, self-control of physical 
appetites, pleasant conversation. 



CHAPTER X 

THE EDUCATION OF THE LITTLE CHILD i 

" Education should lead and guide man to clearness concern- 
ing himself and in himself, to peace with nature, and to unity 
with God ; hence, it should lift him to a knowledge of himself and 
of mankind, to a knowledge of God and of nature, and to the pure 
and holy life to which this knowledge leads.'' 

— F. Froebel. 

" Between educator and pupil, between request and obedience, 
there should invisibly rule a third something to which educator 
and pupil are equally subject. This third something is the right, 
the best, necessarily conditioned and expressed without arbitrari- 
ness in the circumstances." 

— F. Froebel. 

" The mother, with her monotonous daily round of cares and 
tasks, wishes that she could give more time tb instructing her 
children. She forgets that her industry, fidelity, cheerfulness, 
hope, courage, faith, reverence, calmness, kindliness, and cour- 
tesy, are all reproducing themselves in the minds of her children. 
This is education for health, vigor, power, and efficiency, not 
merely for learning. It builds up instead of puffing up." 

— J. M. Tyler. 

The Purposes of Education. Education is as com- 
prehensive as life itself. The education of the child 
begins as soon as he is born. Every moment thereafter 
is bringing influences that are shaping his character 
and his mental life. The educator is the person who 
acts as a mediator between life and the child, selecting 
the environment and influences that will give the larg- 
est values, helping him utilize, discriminate, and inter- 
pret his own forces and those of the universe. The 

^ See Preface, page xiii. 
196 



EDUCATION OF THE LITTLE CHILD 197 

work of the educator is analogous to that of the physi- 
cian or hygienist, who cannot give or increase Hfe, but 
can help the individual find the conditions that will 
increase his own organic efficiency. Education by 
trial and error, which is the method by which the race 
has had to learn, is a slow, painful process. The pur- 
pose of education is to reduce the wastage of life through 
errors and to give all-around efficiency, valuable habits, 
vision (ideals, ambitions, perspective), and command 
of methods for continued learning. It should be a 
preparation for larger living, not merely for intellectual 
examinations or artificial tests. 

Froebel, Hall, Dewey, Montessori. The following 
foundation principles are emphasized by these educa- 
tional leaders : 

1. The function of education, serving to meet vital 
problems and to increase both efficiency and richness 
of life 

2. The comprehensiveness of education, dealing with 
the whole life of the child — his thinking, feeling, doing 
— during every momicnt of his life 

3. The moral purpose of life and therefore of education 

4. The self-activity of the child as the method of 
education 

5. The daily life of the child in the home and family and 
with nature as the natural environment for his education 

6. The interest of the child as the basis of the curric- 
ulum 

7. The study of the child as furnishing the key to 
his interests, his development, his ways of thinking, 
feeling, doing ; and therefore the key to the methods of 
education 

8. The development of the child as an evolution, 
progressing through a series of ascending stages which, 
in the main, follow the same general order in all in- 
dividuals 

9. Adaptation of education for the individual child, 
according to his nature and needs 



198 THE MOTHERGRAFT MANUAL 

The stages of development, the study of the individ- 
ual child, the outlines of the curriculum, and special 
methods in selected phases of education, are discussed 
in other chapters. The present discussion therefore is 
devoted to the principles of educational psychology 
and of pedagogy, — how to conduct the process of edu- 
cation. 

Education, Instruction, and Training. Education, 
in the large sense in which the term is here used, in- 
cludes three pedagogical processes : (1) instruction ; ^ 
(2) training ; and (3) education ^ in its narrower 
meaning, — the developing of the child's innate powers. 
Instruction is the easiest, but the rno^ superficial and 
least valuable; development is the most vital and 
most difficult. Instruction is static; education is 
dynamic. Training is the method for habit-formation 
(which is a most essential phase of education through 
infancy and childhood), the method for drill and 
technical skill. The teacher must be able to discern 
when each of these phases should be utilized. In 
general, training should begin at birth, and habit- 
formation should be continued unremittingly until 
about the teens, although habits are fairly well fixed by 
seven years. During youth and adolescence, training 
is needed for acquiring of finer muscular and motor 
skill. Instruction, directly, is easily overdone, and 
the best general principle is not to give information 
that the child could obtain directly for himself by a 
reasonable amount of searching, use of his own observa- 
tion, experimentation, or reasoning ; and not to over- 
load the child with a superfluity of unrelated informa- 
tion. Certainly he should not be crammed with a mass 
of facts in which he has no interest, much less those for 
which he has actual distaste. There is danger that the 
book will come between the child and the realities 

1 Literally " to put into '* from the Latin in and struo. 

2 Literally " to lead out of " from the Latin e and duco. 



EDUCATION OF THE LITTLE CHILD 199 

of life. Such instruction as is given should be in re- 
sponse to a real hunger or interest. Education, the 
developing of the self -activity of the child, should be- 
gin in the first few days of life, and should be naturally 
fostered through the careful selection of every factor 
in his environment as well as through consistent culti- 
vation adapted to his stage of development. 

The Biological Basis of Education. Education is 
possible only because the baby is born so helpless and 
plastic, with many instincts, with the nervous system 
great in its possibilities but incomplete in its develop- 
ment, and with few habits formed. 

Every stimulus that comes to the child is carried 
by an incoming (sensory or afferent) nerve to the brain, 
either directly or by way of the spinal cord. The 
stimulus may come from an object, from an organic 
sensation within the body, or from a thought. That 
sensation or nerve impulse is carried to a nerve center 
in the brain or the spinal cord, and there is transferred 
to some one of the many outgoing (motor or efferent) 
nerves, which conveys the impulse to some muscle, 
producing a muscular action. For example : the rays 
of light from a shining, moving object are the stimulus 
to the child's eye, and the optic nerve carries this 
stimulus to a center in the brain. The little baby 
must receive this stimulus many times before he begins 
to interpret it. At a few weeks of age he will simply 
stare, attempting to coordinate both eyes, or later, to 
follow it with the movement of his eyes ; later still, to 
grasp for it with his hand. The optic nerve is here the 
sensory or afferent nerve, bearing the sensation; the 
nerve to the eye muscle or the hand is the efferent or 
motor nerve. This circuit is what is meant by a 
sensory-motor coordination, also called by some authors 
a neuro-muscular coordination, or the reflex arc. Many 
hundreds of these coordinations are to be made in the 
course of each day. 



200 THE MOTHERCRAPT MANUAL 

The first time a specific sensation is conveyed to a 
center, it is problematic which efferent or motor nerve 
will carry the outgoing impulse, but the choice is of 
great significance, for a habit is thereby begun. The 
second time the same sensation is conveyed, it will be 
easier for the same outgoing path to be followed. Thus 
habits are formed. Each repetition fixes it more 
firmly and makes more difficult the forming of a new 
manner of reaction to that stimulus. 

Every sensation and thought tends thus to express 
itself in action. The little child is therefore especially 
susceptible to suggestion. Inhibition is the interven- 
tion of a second thought or stimulus which sends a 
counter impulse that prevents the action. If the 
expression of the action is continually prevented, or 
if through weakness of will or low vitality the expres- 
sion is deferred, or not made, the power to express may 
become weak, and the individual thus degenerate into 
a mere dreamer. In extreme cases this becomes a 
condition known as dementia praecox. 

Nerves completely developed (and therefore efficient 
for functioning) are covered by a sheath of tissue which 
may be compared to the insulation cover of an electric 
wire. At birth, few, if any nerves involved in volun- 
tary action or thought are completely sheathed. This 
process requires many years, some nerves becoming 
sheathed earlier, others later. A regular evolutionary 
order is apparently followed, those nerves that con- 
trol the racially older sensations or movements be- 
coming sheathed and mature before the racially 
younger. This is the biological basis of the stages of 
development, and of the manifestations of different 
interests. It is useless, often injurious, to attempt 
to train a muscle or an interest before the nerves are 
ready. When they are ready, ample exercise must be 
permitted ; this is the nascent stage of that interest. 
If exercise is now neglected, the golden opportunity 



EDUCATION OF THE LITTLE CHILD 201 

for its education is passed. For instance, there is a 
stage, from about ten months to six years, when the 
special senses, as hearing, touch, sight are ripening. 
This is the time for training in sense accuracy and dis- 
crimination. The child's spontaneous interests and 
activities furnish the best clue we now have to this 
development of nascent interests and the time for their 
exercise. 

In the brain there are apparently special centers 
which receive the sensations from any one part of the 
body and which send back to that part the motor im- 
pulse. Thus there is a center for the arm, the hand, 
the fingers, another for the ear, another for the eye. 
Language has its special centers. This is the localiza- 
tion of functions in the brain. At birth these centers 
are undeveloped. In a right-handed child the language 
centers develop in the left hemisphere, and in the left- 
handed child in the right hemisphere. Ambidexterity 
is frequently found with stuttering and with low-grade 
mentality, and is not considered advantageous to 
foster. 

At birth, also, there is little or no development of 
association fibers between the centers in the brain, or 
between related centers in the brain and in the spinal 
cord. These centers and the association fibers develop 
through attempted use, as the baby receives stimuli 
from without and attempts to respond. As a matter 
of experience, the child learns to associate the several 
qualities that are found together in one object, as the 
taste, odor, color, *' feeF', shape, of a piece of bread. 
He also associates with an object his emotional states 
at the time, as bread with the comfort of feeding, a hot 
iron with the smart of pain, a ball with playful moods, 
a church with awe or reverence, a thunderstorm with 
fear or confidence. These early associations become 
ingrained and remain with him throughout life or 
with great difficulty are supplanted; they form his 



202 THE MOTHERCRAFT MANUAL 

prejudices, his basis of morals and religion, his sub- 
conscious self. 

The reference of a stimulus from a spinal nerve center 
to a brain center, and its transference in the brain to 
a motor nerve, requires thought. Thought is necessary 
for mental development, but it would be very exhaust- 
ing if every sensation had thus to be consciously re- 
sponded to. Nature is always working out short cuts. 
When a response is uniformly through one motor 
nerve, and a sensation is therefore uniformly followed 
by the same action, the stimulus, instead of journeying 
to the brain, transfers to the efferent nerve directly 
from the center in the spinal cord, — that is, the action 
becomes automatic. Not only thought but time and 
nervous energy are thereby economized. 

The time required between stimulus and response is 
the reaction time. In an individual of phlegmatic 
temperament the reaction time is slow ; in the active 
temperament it is quick, often impulsive. By atonic 
regime (involving cold baths, laxative diet, vigorous 
physical exercise) the too phlegmatic may be developed 
into more alert responsiveness. By a quieting, seda- 
tive physical regime (increased sleep, rhythmic exercises, 
freedom from stress) the too active temperament may be 
toned down. Other temperamental changes may be 
developed, especially during infancy and early child- 
hood, while the nervous system is still plastic. 

The nervous system needs the stimulus of environ- 
ment for its development. If the eyes of a normal 
baby were bandaged and his ears stuffed with cotton, 
so he could receive neither sight nor sound stimuli, 
and his arms and legs were kept bound tight so he 
could not move, his mental development would be 
hindered. If too many or too severe stimuli are pre- 
sented, the nervous system is irritated, confused, 
overworked, and development is retarded. The child 
himself will select from a normal environment the 



EDUCATION OF THE LITTLE CHILD 203 

stimuli that he needs. Others should not be forced 
upon him. 

Whatever stimulus is exerting the strongest impres- 
sion will hold the child's attention and direct his emo- 
tions and action. If a child is himself absorbed with 
some normal object or interest, it is tactless to attempt 
to divert this to some imposed academic interest. If 
he is in physical discomfort, it is a waste of time to 
attempt to give him instruction until the discomfort is 
removed. On the other hand, if a discomfort cannot 
be removed, or if the object of his attention is morbid 
or unworthy, the supplying of a more attractive counter- 
stimulus (as the telling of an absorbing story or the 
observation of activities out of the window, or doing 
some other work with his hands) is the natural and 
constructive method. 

The Psychological Basis of Education. Self-activity 
is the natural method of education. This is FroebeFs 
term. Rousseau called it learning to do by doing; 
Dewey calls it education by development ; Montessori's 
term is auto-education. Free play is the child's self- 
activity, when he chooses what he shall play, how, and 
with what implements. Montessori calls this work, 
when it is doing something useful or intellectually 
educative. 

The chief guide in the child's self-activity is his 
interest. In this connection interest signifies not a 
passing whim or fancy but the child's needs, the inner 
urgings of his instincts, his nerves, and muscles. Prob- 
ably no one can know so well as the individual child 
exactly what his needs and interests are at any given 
time. The best the teacher can do is to know the 
typical interests of children at the same stage of de- 
velopment, and then to supply an environment that 
will provide stimulus and the most valuable means for 
exercise. For instance, at the noise-loving stage, 
providing a great range of instruments, suited to his 



204 THE MOTHERCRAFT MANUAL 

muscular development, that will give good qualities 
and range of sound, and accustom his ear to melodious 
sounds. 

Liberty, as Montessori means it, is freedom for self- 
activity. Her meaning is often misinterpreted and 
distorted, as will be noted from the following state- 
ment, quoted directly from her '' Method '' : '' The 
liberty of the child should have as its limit the collective 
interest; as its form, what we universally consider 
good breeding. We must, therefore, check in the child 
whatever offends or annoys others, or whatever tends 
toward rough or ill-bred acts. But all the rest, — every 
manifestation having a useful scope, — whatever it 
may be, and under whatever form it expresses itself, 
must not only be permitted, but must be observed by 
the teacher. ... If any educational act is to be 
efficacious, it will be only that which tends to help 
toward the complete unfolding of this life. To be 
thus helpful it is necessary rigorously to avoid the 
arrest of spontaneous movements and the imposition 
of arbitrary tasks. It is, of course, understood that 
here we do not speak of useless or dangerous acts, for 
these must be suppressed, destroyed.'' 

The child's life is a constant unity of physical- 
mental-spiritual, of thinking-feeling-willing-living-do- 
ing. Only for purposes of discussion should we attempt 
to separate these. In education there is danger of 
overemphasizing some one, especially the thinking, 
of neglecting the spiritual, the feeling and willing, and 
of ignoring the doing, the motor expression of the 
thought. 

In teaching anything new, build on what the child 
already knows or is interested in or can do. Begin 
with simple processes and proceed by gradual steps 
to the more complex and difficult. The child thinks 
in concrete terms, therefore let his instruction and 
education be chiefly in concrete terms, at least up to 



EDUCATION OF THE LITTLE CHILD 205 

nine years. Let his learning come through Hving 
experience, at first hand, so far as possible. Especially 
avoid mere forms of words, without meaning and appre- 
ciation. Cultivate initiative by following the child's 
problems, rather than by substituting your problems 
for his and thus leading him to depend upon others for 
such initiative. 

It is a great responsibility of early education to culti- 
vate and plant many centers of normal interest, both of 
thought and feelings. The wider the range of the child's 
normal interests and feelings, the greater the scope of 
richness in his life. Intensive development of interests 
has its period in youth and in later adolescence. 

Any effort to force an interest is likely to result in a 
reaction against the subject; an effort to force any 
motor activity, as speech, walking, dancing, is likely 
to result in strain of muscles and nerves, and ultimate 
retardation. Too early an intellectual interest, of a 
bookish sort, needs careful watching, to see that it 
does not result in overstrain and later mediocrity. 
Such a child, especially of the nervous, slender type, 
may need to be diverted to wholly motor and outdoor 
interests, for the sake of his future good. Genius 
develops early, especially artistic genius, and needs 
much physical life to maintain a balance. Mental pre- 
cocity often is not genius but a morbid development. 
Infant prodigies are not the ideal, and it is a false am- 
bition to attempt to produce one. The mental powers 
should not atrophy, but they should be exercised in 
personal exploration, experimentation, construction, 
getting acquainted with the natural world, learning 
how to do motor work, and thinking leisurely on the 
countless problems that present themselves to the 
child's own mind. 

Sensory and Motor Training. These begin almost 
at birth and should proceed much together. The 
sense of touch should be cultivated by having a variety 



206 THE MOTHERCRAFT MANUAL 

of shapes and sizes to handle from infancy ; sound by a 
variety of musical toys and agreeable noise-producing 
implements; color and form by varieties of color in 
toys and fabrics. Sense discrimination begins con- 
sciously in the second and third year, and the child 
should then have graded series of sizes, shapes, colors, 
and sounds, to compare, match, discriminate between, 
and arrange in order. The child should learn to dis- 
criminate direction of sound, to judge of distances and 
relative weights. Every possible advantage should be 
taken of material about the house and in everyday life ; 
many simple games should be invented for testing of 
sense discrimination and accuracy. Taste and smell 
deserve but little attention. With a very sensitive 
child a limited amount of sense-discrimination work 
should be done; with a phlegmatic child much of 
such training may increase his sensitiveness. Sensa- 
tion should never be stimulated as an end in itself 
but as a means to perception and action. 

Opportunity for exercise, and the simple exercises 
given elsewhere, are all the child needs for motor 
training during the first year. During the second year 
he should be taught how to go up and down stairs, to 
feed himself; and in the next year to dress himself, 
the fastenings of clothing being in front or on the 
shoulder, and the apparatus adapted to his fingers, 
using snappers or buttons that he can manage. By 
teaching rhythm, as elsewhere directed, marching and 
skipping can be done as soon as the necessary muscles 
and nerves are sufficiently developed. Swimming 
can be learned at about four years. Muscles of trunk, 
limbs, and hands (the fundamental muscles) should 
be trained early ; the accessory muscles — fingers, 
eyes — are not ready for fine adjustments and train- 
ing until about seven years. Space and apparatus are 
the chief needs in motor education, with occasional 
help in technique. 



EDUCATION OF THE LITTLE CHILD 207 

Language. After the babblings of the first year, with 
their natural voice gymnastics, language becomes a 
matter of observation and imitation. Provide all 
through childhood accurate examples of articulation, 
grammar, and accent. The first impressions and speech 
habits are relatively fixed. " Baby talk '' to the child, 
as incorrect articulation and pronunciation, may re- 
tard normal speech a year or more, and give incorrect 
words that will be a cause of embarrassment and cost 
great effort to eradicate later. At one year the vocab- 
ulary will include about four words. The child who 
hears a wide range of vocabulary and who has his share 
of stories, will naturally acquire a vocabulary of several 
hundred words in the second year and about a thousand 
in each succeeding year. Sentence formation begins 
in the second year and should be cultivated in the third. 
Sounds incorrectly given by four years should receive 
special attention through brief imitation games, or 
have the attention of a specialist. The simplest 
rudiments of grammar may be given in youth, but 
correct grammatical speech is chiefly a matter of good 
examples in childhood. A large store of good adjectives 
and exclamations will be the surest preventive of slang. 
It is considered wiser to wait until about five years, 
when the child has mastered the accent, practical 
grammar, idioms and feeling for his native tongue, 
before cultivating intensive acquaintance with a foreign 
language. Such additional language teaching should, 
of course, be by conversation, songs, stories, games, 
following as closely as possible the natural method 
of learning the mother tongue. A few conversational 
phrases from a number of different languages will 
broaden the child's horizon. They should be given by 
some one who speaks the language with native accent. 

Reading and writing are further use of language 
through symbols. They are slower forms of expression 
than speech, and their acquisition at too early an age 



208 THE MOTHERCRAFT MANUAL 

impedes the freedom of thought and may retard the 
natural growth of thought and language powers. The 
eyes and fingers are not ready for fine work until about 
eight years of age. The child needs the outdoor life 
and first-hand experiences. As a matter of general 
observation, normal children with a natural environ- 
ment, who do not enter the traditional school until 
about nine years, are able to proceed with children 
of their own age who have spent three years in school. 
The former children pick up reading at home, and have 
acquired the physical development, power of initiative, 
and expression, which enable them to cope fully as 
well as, if not better than the earlier entering children, 
with the problems of the school curriculum and of life. 

Attention. This is chiefly voluntary during the first 
six years. The child is capable of intense and long 
voluntary concentration. Avoid, so far as practicable, 
interrupting the baby's staring or the child's absorption 
in his play. The power of concentration thus developed 
will remain to be utilized with any interest. For 
necessary situations later, instead of attempting to 
force involuntary attention in an uninteresting prob- 
lem, the more pedagogical way is to find the phase 
of interest in the problem; then concentration will 
follow automatically. To divert attention, provide 
some more absorbing interest. The child whose 
attention is absorbed should be spoken to only when 
his attention is required. From babyhood he should be 
trained to look directly at the person who is speaking 
to him, to obey the first time spoken to, and to follow 
a direction or command promptly without its repetition. 

Observation. Children naturally observe action 
and striking or unusual characteristics. The range 
of objects and qualities they observe may be greatly 
increased by suggestion and by increasing their range 
of interests. Definiteness and accuracy of observation 
are increased by drawing, painting, modeling, and by 



EDUCATION OF THE LITTLE CHILD 209 

any creative work, whether making a wagon or teUing 
a story, particularly after six years of age. Alertness 
of observation is increased by games requiring quick 
action for defense, protection, or to win a point, as in 
'' Drop the Handkerchief." Observation of a larger 
number of details, as well as quickness and accuracy, 
are increased by asking for a description of persons or 
objects, of articles in a store window or on a table, or 
the imitation of a complex movement or series of 
movements seen only once. 

Memory. Vividness of impression, variety of asso- 
ciations, and repetition are the factors in memorizing. 
The object or incident therefore must be clearly defined 
and must have the child's full attention. Fewer 
repetitions will then be required. Obviously the child's 
interest is a chief factor in attention. Energy is there- 
fore economized by presenting data for memorizing 
when the child is interested and consequently ready 
for it. This applies very practically to formulae, such 
as the alphabet, new words, mathematical tables. 
Rhythm and rhyme are easily memorized in childhood, 
and valuable facts put in this form will be retained 
longer. Such verbal memory is especially strong from 
two to seven years. This period should be utilized 
for teaching great thoughts, in poems and songs, 
especially those with emotional value, great songs and 
stories, chiefly in terms the child understands. The 
facts will be forgotten, but the emotions and ideals 
will remain with him through life. The period from 
nine to twelve is the time for much rote learning. 

The greater the number of senses on which an impres- 
sion is made, the greater will be the number of associa- 
tions, and the more tenacious the memory of an object 
or incident. Different senses vary in the degree of re- 
tentiveness. Things heard about are forgotten soonest ; 
things seen are remembered longer; things repeated 
or actions done remain longest in memory. A few 



210 'ffiE MOTHERCRAFT MANUAL 

repetitions on successive days are more effective 
than many repetitions on one day. Repeat as wholes, 
in units of stanzas or paragraphs, instead of Hnes or 
phrases. 

Imagination. Develop vividness and wide range 
through exercise. In stories, put in colors and sounds. 
Ask questions about a story, to bring clear pictures of 
details. Encourage drawing, painting, and modeling 
of illustrations, and the dramatizing of stories. This is 
better training of imagination than to have stories 
already illustrated. Fanciful imagination is poetic, and 
some types of children are lacking in this. The child 
should be trained not only in visual, but also in audi- 
tory and motor imagery. Creation, whether of a 
story, song, building, picture, or game, requires and 
therefore trains imagination. Emotional imagination 
can be trained in part through dramatic play, in part 
through story-telling with this purpose. To be able 
to put one's self in another's place is a basis for sym- 
pathy, justice, and altruism. Between three and six 
years, when imagery is vivid and exact knowledge of 
the world is limited, many marvelous tales are told, 
with no intention of deception. This is normal and 
to be treated as fiction, in dealing with the child. Care 
should be taken that it does not develop into intentional 
deception for self -protection or vanity. 

Reasoning. A regular and consistent regime is an 
early training in reasoning by association. Irregular 
or inconsistent regime brings confusion of thought. At 
five or six years of age, reason can be exercised by the 
allowing of choice, in situations where the child has 
some basis for passing judgment. Catering to the 
child's choice in food or clothing, on the other hand, 
tends to develop whimsicality and dissatisfaction; 
asking him what he would like, or if he wouldn't like, 
in any phase of his regime or play, has the same un- 
fortunate result. If his choice is to be served, ask him 



EDUCATION OF THE LITTLE CHILD 211 

directly to choose, and thereby let him use his own 
initiative in thought. Experimenting, taking things 
apart, are natural exercises in analysis, and therefore 
to be given widest possible opportunity. Building and 
constructing require synthetic reasoning, and finding 
the reasons for failures. Classifying of collections is 
an exercise in reasoning. The brain centers of abstract 
thought and reasoning are not developed until the ado- 
lescent period. Frequent exercises in judging what 
would be, the best thing to do, or the best way to do, 
should be made a training in practical judgment in later 
childhood and youth. 

Moral. Precepts and laws can be taught through 
stories, proverbs, and authoritative quotations. The 
child needs some of these, as a part of worldly wisdom. 
Much of this should be given during childhood. Every 
story and situation should be analyzed to see what will 
be its effect on the moral standards of the child. Moral 
action, however, further requires the training of the 
emotions, which are the springs of action, and the will, 
which holds emotions within the dictates of reason. The 
child's moral ideals will be gathered more from the 
character he sees about him, and the stories told him, 
than from precepts. Good examples and daily prac- 
tice are the chief methods of teaching morals and 
developing strong character. Respect for property 
and law can be taught by providing the child with 
property of his own, and regulating his life by an 
orderly regime. The care of his own property and 
responsibility for its orderliness will augment this. 

Social virtues should be inculcated from infancy. 
The baby's cry for attention is a deep-seated individ- 
ualism. If encouraged, it makes later altruism more 
difficult. Self-reliance and self-dependence, for phys- 
ical care and for amusement, should be systematically 
developed, instead of constant care, waiting upon, 
and amusement from others. Thoughtfulness for 



212 THE MOTHERCRAFT MANUAL 

others can begin when the baby bites and slaps, though 
in play, by showing him how it feels; in the little 
child, by encouraging him to make little gifts or sur- 
prises as daily events. Courtesy, kindly criticism, 
loyalty to friends, freedom from gossip, he will learn 
by imitation of those about him. For training in 
generosity, he needs two or three other children about 
his own age, from the time he is three years old. 
Quarreling, which is an effort toward social adjustment, 
is to be expected throughout childhood, and many 
quarrels should be ignored, left to the children's sense 
of fairness and generosity to adjust. Tattling, bully- 
ing, and resentful criticism should be shown in their 
own ugly light and thus discouraged. Group games, 
which the children naturally begin to play at six years, 
are a good schooling in the practice of justice, fairness, 
and social cooperation. Civic responsibility should be 
cultivated from early childhood by the practice of 
things that the children can do, such as keeping the 
sidewalks clear of litter instead of scattering that 
about. Patriotism should be taught chiefly as a 
responsibility, rather than a form of excitement or 
vanity. International sympathy can be cultivated 
through sympathetic acquaintance with children of 
other countries, through pictures and stories, drama- 
tizing of their ways, through personal acquaintance, 
either directly or by correspondence. The roots of 
international peace, or of strife and militarism, are 
planted in the nursery. 

Emotions need training in expression, control, 
depth, and genuineness. Submission and easy content- 
ment are not a virtue in childhood but a weakness. In 
a strong character, emotions are strong, and their 
expression strong, but needing guidance and poise. 
Any emotion, — for instance, love of country, of 
friends or parents, — should not be permitted to stop 
merely with the pleasurable sensation of excitement and 




I 



I 



EDUCATION OF THE LITTLE CHILD 213 

emotional glow, but the child's attention should be 
called directly and also by stories to the necessity for 
putting a generous emotion into active expression, by 
doing some helpful deed, or by carrying responsibility. 
This is the completion of the reflex arc. Tantrums 
and temper should be prevented whenever possible 
by forewarning the child, for instance, that play must 
end when the next block house has been finished. The 
new adjustment of emotions and expectations is slower 
in the child than in the adult, and needs forewarning. 
Some children develop an unpleasant forwardness or 
gushing, the former an overdeveloped individualism, 
the latter a childish sensualism, both superficial. 
Meeting these with indifference and inattention will 
usually reduce them automatically. The child of very 
intense or poorly controlled emotions needs careful 
attention in a regular, outdoor physical regime, the 
daily nap, rhythmic exercises and games which train 
in relaxation, and constant examples of even-tempered, 
well-poised character. The fear that commonly de- 
velops in the third or fourth year may be somewhat 
forestalled by teaching confidence through walking in 
the dark, acquaintance with living creatures, trust in a 
kindly Providence. Many stories of bravery should 
be told in the fearsome period, and poetry or verses 
taught that inspire courage and confidence. Fear- 
some stories are a crime against childhood, although 
later childhood and youth may thrive upon them. 
Control of emotions is gained in part through deter- 
mination of will, in part through change of attention ; 
the latter is the more natural and pedagogical method. 
Sense of humor should be cultivated for its moral 
value in relieving tension and carrying the individual 
through emotional stress, as well as for giving a clearer 
view of comparative values. 

Will-training includes exercise of free choice in 
matters not of mere taste or whim but of reasoning 



214 THE MOTHERCRAFT MANUAL 

and moral choice ; and of continued effort against the 
call of inclination. Stubbornness is a refusal to yield, 
notwithstanding the evident reasonableness or the 
greater moral value, and is evidence of a weak will. It 
is now recognized as immoral to attempt to '' break a 
child's wiir', compelling him to yield without attempt- 
ing to show him the reasonableness. The burden of 
reasoning and moral choices in daily life should be 
placed upon the child as rapidly as he is able to exercise 
this wisely and with firmness, and he should be praised 
for his good will and shown the weakness of failure. 
Confidence expressed in his good will, expecially when 
he is on his own honor, will strengthen this ability. 
Training in control of appetite for food, by regularity 
of meals, no eating between meals (especially of sweet- 
meats when on pleasure trips), the waiting at meals 
for the saying of grace and the serving of others, all 
strengthen the will for greater demands upon it in 
later years. Development of concentration in play 
and games is a training of will-power. Special exercises 
in motor balance and equilibrium, in endurance, in 
self-denial, can be devised as further will-training. 

Eugenics and Sex Education. This is an education 
in social ideals and relations. Consideration for the 
child's own future children is an instinctive ideal that 
can be naturally fostered in early childhood, and there- 
after accepted as matter of course. Modesty, self- 
respect, respect for his or her own person, needs to be 
cultivated from infancy, in all the details of physical 
care and regime. As childhood develops into youth, 
the expression of affection needs to be increasingly 
circuited into thoughtful deeds of service, and away 
from mere direct sense pleasure and expression. Social 
relations between boys and girls at all ages should be 
treated sensibly, without silliness, emphasis of class 
distinctions, or morbidness. In both boys and girls 
should be cultivated a spirit of reserve, of chivalry and 



EDUCATION OF THE LITTLE CHILD 215 

helpfulness. With youth, this may naturally be based 
on the ideal (which needs the merest suggestion) of 
worthy preparation for the future home, and the treat- 
ing of other boys and girls as the child would have his 
or her future mate meantime treated by others. The 
significance of real monogamic marriage should be 
made clear, in its greater confidence and happiness 
between parents, and especially in the better care and 
training of the children. The child needs to be pro- 
vided with inhibiting and controlling ideals before 
the stress of adolescence. 

The child's natural biological questions, which begin 
about three years, should be answered naturally, both 
poetically and scientifically. Through the study of 
plants, gardening, the care of birds and pets, enough 
of the principles of heredity, anatomy, and physiology 
should be given the child before seven years to satisfy 
his curiosity, to give him a scientific attitude toward 
reproduction before the development of sex-conscious- 
ness, and to enable him to classify the development of 
a new generation among the natural processes of nature, 
instead of overemphasizing and distorting its perspec- 
tive. Emphasis should be placed upon the care of the 
young and forethought for their protection, rather than 
upon organs and processes. Scientific knowledge of 
biology gives necessary clearness of thought, but only 
training of emotions and will are effective for assuring 
conduct. 

Economics. Thrift is taught by the toy bank, by 
the orderly care and repair of toys and clothing, the 
orderly saving of possibly useful odds and ends; in 
early childhood by a weekly allowance, even of a few 
pennies, with freedom in use, and with occasional 
discussions of what might be obtained with a stated 
sum. Promptness, accuracy, and thoroughness in 
obeying or in performing the tasks assigned in child- 
hood, are preparation for industrial efficiency. In 



216 THE MOTHERCRAFT MANUAL 

early childhood action is necessarily slower and move- 
ment awkward because of incomplete motor develop- 
ment. In later childhood a vision of engineering effi- 
ciency, a habit of working for reduction of time and 
energy cost, can be developed through competitions, 
direct reduction games or problems, discussions of the 
value of time and energy and of simple, fundamental 
ways for economizing. Through tracing the source of 
his own food and clothing, as well as through his own 
manual efforts, can be fostered respect for all labor and 
the ambition to work efficiently. Respect and appre- 
ciation for workers, especially those who serve his needs 
in the household, are developed chiefly through example 
of his elders. 

Obedience. Commands and prohibitions should be 
the fewest necessary and chosen carefully. Given as 
a request or suggestion rather than a direct command, 
the form carries a sense of courtesy that develops 
sympathy, self-respect and more ready, whole-hearted 
compliance. Commands, when necessity requires, then 
have greater force. Any request or command should 
be given distinctly, definitely, kindly, firmly, with the 
requirement of the full attention of the child and com- 
plete, prompt obedience. Repetition of a command 
fosters inattention and disrespect for authority. In- 
difference to disobedience, yielding to teasing, per- 
mitting petty arguing, all foster evasion, falsehood, 
carelessness, disrespect for authority. Unnecessary, 
unreasonable, or inconsiderate commands develop con- 
trariness, stubbornness, contempt, and weaken the 
child's sympathy and comradeship. Inconsistency in 
commands, discipline, or punishment, or dogmatic 
stubbornness that will not consider the possibility of a 
change in the command or allow any discussion, brings 
contempt. Use positive, affirmative suggestions, tell- 
ing the child what to do. Studiously avoid negative 
discipline, prohibitions, dont's. 



EDUCATION OF THE LITTLE CHILD 217 

Discipline. The purpose of discipline should not be 
revenge or a cultivation of humiliation, or breaking 
the will of the child. It should be devised to lead the 
child to prefer the right; to think before he acts in- 
stead of acting merely upon impulse; to exercise his 
will-power and courage in obeying his conscience in- 
stead of following the line of least resistance by yield- 
ing to his whim, his appetites, or even to his instincts 
out of due season. Therefore a rational, consistent 
discipline must be well thought out for different typical 
situations before these arise, that it may be administered 
wisely, not impetuously or in anger. It must be just, 
firm, kindly, foresighted. As nearly as circumstances 
will permit, the child should learn through his personal 
experience and observation the consequences of action ; 
and punishment should be, as far as practicable, a 
natural consequence of the act. Artificial rewards, 
especially in the form of material things as money, 
toys, candy, are demoralizing, developing a spirit of 
graft and discontent, dulling the moral and spiritual 
sense, and having the effects common to any artificial 
stimulants. Nagging, scolding, threats of punish- 
ment without its execution, cultivate a disrespect for 
all law and authority, as well as for the person thus 
weakly failing to exercise poise and authority. There 
is also a type of sentiment that easily becomes senti- 
mentality, which is no less repugnant to the child. 
Cultivate the child's self-respect, self-confidence and 
ambition. Avoid calling him bad or naughty. 

Discipline should be adapted to the child's tempera- 
ment, to his stage of development, and to the particular 
offense. A sensitive, high-strung, imaginative child 
must be dealt with gently though firmly, with special 
care that his self-respect, his confiding, his expressive- 
ness are not weakened. A sturdy, matter-of-fact, 
phlegmatic realist usually needs more concrete, 
vigorous, physical form of punishment to make him 



218 THE MOTHERCRAFT MANUAL 

perceive the significance of events. The stubborn child 
may be benefited most by being given opportunity to 
prescribe his own punishment. 

Some Natural Consequences as Punishments. 
Quarreling, disagreeableness, selfishness : being re- 
moved from play with other children. Temper: put 
quietly to bed, or left alone, or placed in bed with a 
cold cloth on the head ; with some children, spanking, 
calmly administered. Biting, slapping or other per- 
sonal injury: doing same to the offender, to demon- 
strate how it hurts. Impudence, vulgar words: 
mouth washed with soap and clean cloth. Lack of 
promptness: loss of consequent pleasure. Neglect 
in care of toys : temporary deprivation of toys. Care- 
less work: repetition until satisfactory. Wanton 
injury of property: work, or giving of some valued 
personal property to pay for loss. Disobedience: 
putting to bed; deprivation of consequent pleasure. 

Reprehensible and unnatural forms of punishment 
include putting child into dark closet; striking on 
head or hands ; punishing in presence of others ; social 
humiliation or other needless mental suffering; de- 
priving of a meal (although bread and water may be 
substituted). Punishing without definite cause, or if 
the justice is not clear to the child, is immoral. Punish- 
ment should never be administered in anger but calmly, 
firmly, with a spirit of regret but inevitableness. 

To be effective, punishment should follow promptly 
on the misdeed. Bedtime should not be a time for 
scolding or discussion of faults but of happiness and 
inculcating of ideals. To maintain due respect and 
sympathy for father, as well as for the mother's own 
self and authority, there should be no threats of telling 
father of misdeeds, or leaving punishment for him to 
administer. 

The problem of discipline is reduced to a minumum 
when children have a regular, healthful physical 



EDUCATION OP THE LITTLE CHILD 219 

regime and diet, freedom from unnatural excitement, 
abundant play space and material, consistent moral 
training from infancy. Many little pranks and minor 
misdemeanors should be overlooked. When, however, 
the child has committed a serious wrong, or when one 
form of misdemeanor (as lack of promptness) is be- 
coming frequent, or when the child has evidently done 
something which he knows to be wrong, discipline should 
be prompt and definite. 

Habits. Habits are formed by repetition of the 
same action, in the same way. The first time the re- 
sponse is made it makes a deep impression on the 
nervous system, and change from the first doing is 
most difficult. Every exception allowed or permitted 
causes a hesitation or doubt that delays complete 
formation of the habit. To prevent the formation of 
a habit, prevent the first doing. The first time not 
only establishes a path in the nervous system; it 
establishes a mental attitude of familiarity and ease 
with the action and its environment. To break a 
habit, break it off abruptly and completely. Every 
time the action is done, it is harder not to repeat it ; 
I if it is a moral problem the moral fiber is weakened by 
i each yielding against conscience. A complete change 
! of environment, calling for a new adjustment of action, 
j is the greatest help in breaking an old habit. Some 
' constructive outlet for the energy should be provided. 
\ The child's sense of humor or disgust are moral avenues 
I of appeal in the formation of habits. 
' Habits of mental activity, of method of work, of 
, attitude toward life and people, of moral action, as 
\ well as of motor action, are being formed from birth. 
I Life is conserved by training in good habits from the 
I start. 

j Religious. No phase of education is more important. 
Religion is a matter primarily of emotions and conduct, 
rather than of philosophical thought. Little children 



220 THE MOTHERCRAFT MANUAL 

are religious, but their religion is naturally very differ- 
ent from that of the adult ; they have much religious 
feeling and thought, but little respect for ecclesiasticism, 
creeds, rites, which mean nothing to them. The 
child's ideas of God are concrete, personal, related 
to himself, as is all his thinking. He naturally thinks 
of every object as being like himself, having power to 
think, feel, and do; therefore he is easily a nature- 
worshipper. Training of the religious feelings can 
begin in infancy, in the development of sympathy be- 
tween parents and child, in confidence and trust in his 
parents (who represent Providence to him), in grati- 
tude for their care, in obedience and respect for their 
authority, and in wonder and awe for natural phenom- 
ena. The child from four to nine years of age responds 
readily to examples and suggestion of reverence. 

Training in the performance of religious rites, such^ 
as the saying of grace before meals, prayers, attendance 
at religious services, participating in religious worship, 
are motor habits readily acquired at about the same 
age, which then remain as lifelong tendencies. If 
neglected in this period, they are less likely to be formed 
later. Even the motor attitudes of worship bring 
some feeling of reverence and worship. Religious wor- 
ship, however, is not to be forced. To compel a child 
to say a prayer or participate in any form of religious 
worship against his inclination will foster a revolt 
against all religion. When religious worship is a 
natural and sincere part of the family life, the child 
will naturally ask for a prayer to say, or for the privilege 
of attending a service, when this interest is ready for 
exercise. To allow a child to rattle off a prayer, or 
say it inattentively, flippantly, or to show off, or to 
permit him to treat any sacred place, objects, or rites 
flippantly, is to foster irreverence and weaken the 
religious sense. Service to God, to an ideal, to people, 
as an integral part of religion, is an association that is 



EDUCATION OF THE LITTLE CHILD 221 

not instinctive, but one that the child needs to be 
taught by example, precept, and training. 

The child's natural questions about the cause of 
natural phenomena, the purposes and meaning of 
life, the possibility and nature of death and immortality, 
the nature of God, provide opportunity in due season 
for the parent to answer these according to his own 
conscience. The child demands definite, positive 
answers, and has absolute confidence in the omnis- 
cience of the person who answers his questions. How 
to answer these so as to give the child a constructive 
basis for thought and action, and yet not to be so dog- 
matic that he will revolt when the questioning years of 
adolescence arrive, is a problem requiring tact and 
careful preparation. 

Stories from Bible history, acquaintance with the 
geography, customs, individuals of the Bible, are of 
religious value because they develop centers of interest 
and a personal acquaintance with the Bible, the text- 
book of western religion, thus making it a living book 
which he will naturally read for its moral and religious 
content. Many Bible verses and hymns should be 
taught during childhood and youth. These should be 
very carefully selected to have some interest and con- 
tent of meaning for the child at his given stage of devel- 
opment, although the depths of their meaning he can 
only appreciate after more life experience. There may 
be real danger of giving too early such significant quota- 
tions as The Lord's Prayer, the Ten Commandments, 
the Beatitudes, so that the words are memorized but 
the child never receives the impress of their full signifi- 
cance. Somewhere between six and twelve years they 
are probably most appreciated. Doctor Hall considers 
that to teach the child that there is a power which 
makes for righteousness at the helm of the universe, 
and that therefore right and wrong eventually have 
their own deserts, is one of the most valuable factors 



222 THE MOTHERCRAFT MANUAL 

m 

in moral training. Certainly the stimulus of religious 
inspiration, the inhibiting power of religious command- 
ments, motives, and ideals, the fortifying of will-power 
by religious discipline and sources of strength, are 
foundations for strong, efficient, well-poised living. 

Education, like Christianity, is a spiritual process 
with physical forms of expression, just as church 
rites, ceremonies, and equipment are meaningless and 
wooden without the inner life, so are educational 
'' systems '\ rules, and apparatus, without the spiritual 
vision and understanding of education. There is no 
virtue, for instance, in FroebeFs gifts or Montessori's 
didactic material, or any other mechanical devices, 
merely as apparatus. The mechanical bringing to- 
gether of the child and the apparatus, without skill 
or knowledge in their interpretation, is not educational ; 
and such irrational though well-intentioned effort is 
unfair both to the child and to the inventor. No less 
unfair and superficial is the seizing upon some one 
principle and emphasizing it out of proportion to 
other principles; or misinterpreting, through lack of 
careful study, the significance of some principle, or 
the author's intent, as is so often done, for example, 
with FroebeFs statement of play, Dewey's statement 
of interest, or Montessori's statement of liberty. 

The preparation of the child's educators must begin 
many years before his birth, that they may be ready 
to meet this responsibility as soon as it comes. An 
adequate preparation should include : (1) careful study 
of the principles and purposes of education, that these 
may be discerned clearly and applied with consistency 
and discretion ; (2) long schooling in habits which will 
fit them to be worthy examples in character, in social 
and mental traits, in tastes and languages ; (3) some 
experience with little children in daily life, in order 
to learn to interpret and sympathize with child 
nature, to acquire some facility in their education and 
discipline, and to collect some fund of nursery lore. 



CHAPTER XI 

STUDYING THE INDIVIDUAL CHILD 

" Would you know how to lead the child ? See and observe 
the child; he will teach you what to do." f. Froebel. 

" The ideal which has animated all my own feeble educational 
endeavor, and without which I should be without hope in the 
world of pedagogy, is the reconstruction of education based not 
so much on existing conditions in society as on child-nature. It 
is one thing to fit the child for a preexisting social condition, and 
a very different thing to develop all his own latent powers to their 
uttermost and trust to their development for all future reforms. 
Holding, then, as I do, that childhood has in it indefinite possi- 
bilities that are some realized, some repressed or crippled, nipped 
in the bud in a way for which home, school, and church must 
share responsibility, and that if every spring of possible knowl- 
edge and power were touched, even by the lightest suggestion at 
its nascent psychological hour, we should in a few generations 
develop a superior race of men, we have in this faith in the possi- 
bilities of childhood and youth the most central and impregnable 
of all the fortresses of optimism.'* — q. Stanley Hall. 

How to Study a Child. A complete study of the 
child includes his physical and psychological char- 
acteristics, personality, gifts, deficiencies, his heredity, 
environment, training. In studying a child it is of 
first importance to avoid carefully any stirring of his 
self-consciousness, which might lead to either morbid- 
ness, introspection, priggishness, or vanity. The neces- 
sary physical measurements should be made as naturally 
and impersonally as possible, without discussion. The 
physical inspections should be made incidentally, dur- 
ing the processes of the daily life, without comment. 

223 



224 THE MOTHERCRAFT MANUAL 

Recording, except of measurements, should be done 
without attracting the attention of the child, — prefer- 
ably not in his presence, and filed without his knowl- 
edge. The child's traits or characteristics should not 
be discussed in his presence. Psychological character- 
istics can best be studied under natural, usual condi- 
tions : 

(1) in the child's play : what he plays ; how he plays 

(2) his stories : what he prefers or tells 

(3) his handiwork, especially his drawing 

(4) what he observes 

(5) his questions 

A Score Card for Home Use. The following score 
card has been especially prepared to meet the practical 
needs of the untrained layman and amateur in the 
intelligent observation and better understanding of 
normal young children. It does not attempt to in- 
clude marked abnormalities. It is merely preliminary 
to a more detailed and scientific analysis by the spe- 
cialist. Such a general score card is necessarily appli- 
cable only for certain ages. The following outline 
does not attempt to cover special development beyond 
ten years of age. 

Physical Measurements and Inspection. During the 
first year the weight should be taken weekly, at the 
same hour, in order to bear the same relation to feeding, 
bath, elimination; other physical measurements and 
inspections should be recorded at least quarterly. In 
the succeeding years records should be made at least 
semi-annually and preferably quarterly. The person 
in charge of young children should observe daily the 
physical conditions, and be able to detect at once the 
special danger signals, or deviations from the normal. 

Any person careful in details and accuracy can make 
these measurements and inspections, at least as pre- 
liminary to the specialist. Detailed directions are 



STUDYING THE INDIVIDUAL CHILD 225 

given in Pamphlet V, American Medical Association 
Press, and in ''The Health Index of Children" (Hoag). 
For ordinary household use, the apparatus required 
includes a new, firm tape measure, yardstick, accurate 
beam scales, and cards for testing vision. For school 
or institutional work it is desirable to have also cali- 
pers, laboratory apparatus for taking heights, in- 
struments for taking blood pressure, and a dyna- 
mometer for testing strength of muscles. Economic 
and social conditions, differences of race and heredity, 
will cause considerable variation among children of 
the same age. 

Psychological Analysis. No generally accepted 
standards or tests have yet been devised for measuring 
psychological development. The standards developed 
by Binet and Simon for mental ability as one phase of 
psychological age, have been widely tested in this 
country but have not proven wholly satisfactory. 
American revisions are now being worked out. The 
outline here given does not provide standards for meas- 
urement, but depends entirely upon the judgment of 
the person making the analysis. During the first year 
a chronological record can profitably be kept of the psy- 
chological development, noting particularly each gain 
in motor control, every indication of increasing recogni- 
tion of sense impressions, the development of speech. 

Standards of normal and average conditions and 
development can be learned by 

(1) observations of numbers of children of the same 
age. 

(2) the study of published tables of measurements. 

(3) published records, studies, and stories of children. 
The Tables of Indications and Summaries have been 

added to assist in gaining a clear picture of the child's 
condition and the factors calling for special construc- 
tive measures, elimination, treatment, improvement, 
or development. 



226 



THE MOTHERCRAFT MANUAL 



Name 

Height standing 2_ 

Height sitting 

Weight Lb.. 



Physical Measurements^ 
Age : Years Months Weeks_ 



_In. 
_In. 
_0z. 



_Under Average. 
_Under Average. 
_Under Average. 



_Over 
_Over 
_Over 



Circumferences : 


HpaH Chpst 
st : Anterior-posterior 


Abdomen 


Diameter of Che 


T^ateral 


Chest Expansion. 


Lengths : 


Arm Leff 




Physical Inspections 


General Appear- 


Robust 


Anemic 


ance: 


Vigorous 


Languid 


Posture, stand- 


Erect 


Stooping 


ing: (2) 




Chest sunken 
Head forward 
Abdomen forward 


Posture, sit- 


Erect 


Chest sunken 


ting :(1) 




Back curved 




On hips 


On curve of spine 


Gait: (4) 


Normal 


Waddling 




Elastic 


Heavy- 




Toe forward 


Toe in 




Toe slightly outward 


Toe outward 


Head: 


Shape normal 


Box shaped 
Not symmetrical 




Fontanel closed 


Fontanel not closed 
(after 18 months) 


Hair: 


Color 


Scant 




Abundant 


Rough 




Even 


Brittle 




Fine 






Coarse 




Scalp : 


Clear 


Scurf 




Pink 


, Dandruff 
Eruptions 
Vermin 



1 Lefthand column includes normal and desirable character- 
istics; righthand column includes abnormal or undesirable. 

2 Measured as length, child lying down, during first year. 
Figures at right in parentheses indicate age at which observation 

may normally or profitably begin, if not applicable during first 
year. 



STUDYING THE INDIVIDUAL CHILD 



227 



Features : 


Regular 


Unsymmetrical 


Eyes : i 


Color 






Clear 


Muddy 




Sparkling 


Dull 




Intelligent 


Staring 




Normal 


Crossed 

Protruding 

Squint 




Good condition 


Inflamed 

Watery 

Discharge 

Frown 

Work held near 

Farsighted 

Nearsighted 

Headaches 


Eyelids : 


Normal 


Swollen 

Inflamed 

Sore 

Discharge 

Styes 

Granulated 

Drooping 


Nose: 


Large 


Small 
Pinched 




Bridge normal 


Bridge sunken (normal 
during first year) 

Discharge 

Obstructions, e,g, ade- 
noids 

Snuffles 


Mouth : 


Well-shaped 


Ugly shape 




Large 


Held open 




Small 


Deformed by pacifiers 
or thumb sucking 

Breathes through 
mouth 

Canker sores 




Breath sweet 


Offensive 


Tongue : 


Clear 


Coated 




Normal 


Protruding 

Swollen 

Tied 



1 Snellen cards may be used for testing vision. 



228 
Teeth : 



THE MOTHERCRAFT MANUAL 



Gums: 



Throat: 



Lips: 



Chin: (2) 

Jaw: (2) 
Ears: 



Neck: 
Skin: 



Number 


Delayed first teeth 




Delayed second teeth 




Prolonged retention 




first teeth 




Extra teeth 


Regular 


Irregular 




Projecting 


Good condition 


Discolored 




Tartar deposits 




Decayed 


Healthy 


Pale 




Bleeding 




Spongy 




Swollen 




Receding 


Clear 


Swollen 




Enlarged tonsils 


Strong 


Subject to sore throat 




Coughs 


Full 


Thin 




Swollen 


Ruddy 


Pale 


Good condition 


Sore 




Chapped 




Fissured 


Normal 


Receding 




Projecting 


Firm 


Weak 


Firm 


Weak 1 


Strong 


1 


Large 


Small 




Projecting 


Normal 


Misshaped 


Good condition 


Sore behind ears 




Discharge 




Earache 


Hearing nornjal 


Defective 


Normal size 


Small 




Swollen glands 




Scars 


Free from blemishes 


Rough 




Scaly 




Pimples 




Eczema (where lo- 




cated) 



STUDYING THE INDIVIDUAL CHILD 



229 



Muscles : 



Back: 



Shoulders : 



Chest : 







Ringworm 


Clear 




Muddy 


Ruddy 




Pale 

Tanned 

Freckled 


Firm 




Soft 

Pufiiness under eyes 


Firm (i) 




Flabby 


Well developed (1) 




Weak 


Especially 






Back 






Trunk 






Grip 






Leg 






Complementary pairs 


Unequal in balance 


balanced (1) 






Back and chest 






Right and left 


of 




trunk 






Right and left 


of 




neck 






Right and left 


of 




back 






Straight 




Curvature ; anterior- 
posterior 

Curvature; lateral, to 
right 

Curvature ; lateral, to 
left 


Erect 




Stooped 


Square 




Sloping 


Equal 




Unequal (which lower) 


Blades fiat 




Projecting 


Expanded 




Sunken 


Deep 




Flat 

Shallow 

Barrel-shaped (after 1 

year) 
Funnel-shape (breast 

bone sunken) 
Pigeon-breast (breast 

bone prominent) 


Symmetrical 




Unsymmetrical 
Beaded ribs 


Good expansion (3) 




Poor expansion 



230 



THE MOTHERCRAFT MANUAL 



Abdomen : 



Firm 
Normal 



Arms and Hand^ : Equal length 
Normal 



Legs: 



Feet: 



Genitalia : 



Nerves : 



Right-handed (1) 
Left-handed 
Equal length 
Straight 



Ankles strong 
Arch normal 
Stands squarely (2) 



Well shaped 
Unblemished 



Normal 



Steady 



Endurance 
Normal 



Flabby 

Hard 

Distention 

Rupture at navel 

Inflammation at navel 

Rupture at groin 

Unsymmetrical 

Enlarged joints 

Clubbed fingers 

Ambidextrous 

Nails discolored 

Nail defects 

Unequal 

Bowed 

Knock-knee 

Enlarged joints 

Weak 

Flat foot (li) 

Shoes run over : 
outer edge 
inner edge 
heels 

Toes pinched 

Swollen 

Callouses 

Corns 

Bunions 

Defective nails 

Excessive perspiration 

Chafed toes 

Inflamed 

Discharge 

Protruding of rectum 

Itching 

Buttocks chafed 

Explosive 

Dull 

Fears : (specify ob- 
jects) 

Irritable 

Restless 

Easily fatigued 

General misbehavior 

Tantrums, hysteria 

Malicious destruction 



STUDYING THE INDIVIDUAL CHILD 



231 



Motor Coordina- 
tions: 



Nutrition : 



Elimination : 



Steady (for age) 
Sits alone (i) 
Creeps (9 mo.) 
Stands (1 year) 
Walks alone (1^) 
Controls elimina- 
tions 
Urine (1) 
Feces (2) 
Holds own cup (1) 
Holds own spoon (1) 
Runs (2) 
Marches (3) 
Claps to rhythm (3) 
Feeds self neatly (3) 
Dresses self (3) 
Skips (4) 
Uses scissors (5) 

Normal 

Appetite good 



Simple food relished 



Good digestion 



Urine: Clear 
Straw color 

Odor slight 
Painless 

Normal quantity 



Bed-wetting 

Nail-biting 

Masturbation 

Headaches 

Convulsions 

Retarded 

Stumbling (3) 

Dropping things (3) 

Speech defects (3) 

Spasmodic movements 

Twitching of eyes, 
face, muscles 

Chorea (St. Vitus' 
Dance) 

Paralysis (what mus- 
cles) 



Other abnormalities 

Poor 

Hungry between meals 

Gluttonous 

Overfastidious 

Abnormal appetites, 
e.g., dirt, chalk 

Colic 

Regurgitation, eructa- 
tions 

Gas in stomach 

Intestinal gas 

Nausea 

Cloudy 

Dark 

Bloody 

Strong 

Painful 

Irritating 

Scant 

Excessive 

Retained 



232 



THE MOTHERCRAFT MANUAL 



Elimination : 


Stools : Smooth (in- 




(Continued) 


fancy) 






Well-formed 


Watery 




Mustard color (in- 


Green 




fancy) 


Black 
Bloody 
Undigested curds 




Slight mucus 


Much mucus 




Odor slight 


Strong, offensive 




1 to 3 passages daily 


Constipation (less 

than 1) 
Diarrhea 




Perspiration : 






Slight 


Excessive: head, un- 
der arms, cold 
sweats 




Odor slight 


Sour 


Sleep: 


Quiet 


Restless 




Sound 


Wakes easily 
Dreams 




No. hours 


Nightmares 




Nap 


No nap 




Sufficient for age 


Insufficient 


Respiration : 


Deep 


Shallow 




Diaphragmatic 


Chest 

Mouth breather 




Regular 


Irregular 




Normal count 


Rapid 
Slow 


Pulse : 


Regular 


Irregular 




Firm 


Weak 




Normal count 


Rapid 
Slow 


Circulation : 


Efficient 


Sluggish 
Cold hands 
Cold feet 


Temperature : 


Normal 


Irregular 
High 



The following examinations can be made only by specialists. 
Physician or physical education director : 

Heart, lungs, genitalia ; liver, spleen ; hernia ; sinuses, ductless 

glands 
Enlarged tonsils, adenoids; defects of palate; blood pressure; 

arteries 



STUDYING THE INDIVIDUAL CHILD 



233 



Spinal curvature or faulty posture (except marked) ; asymmetry 
of arms, legs, chest ; flat foot 
Osteopath, or physician or physical director with osteopathic 

training : displaced vertebrae ; spinal irritation 
Oculist (not optician) : Defects of eyes (except marked) 
Specialist : Defects of ears (except marked) 
Dentist : Defects of teeth and gums (except marked) 
Special chemist: 

Urine, for acidity, albumen, sugar, casts 

Feces, for worms, putrefactive bacteria 
\ Blood, for haemoglobin, leucocytes, acidity, germs of venereal 
' disease, tuberculosis. 



Physical Habits 



Sleep : 



Feeding : 



Bed alone 

Outdoors 

Indoors, windows open 

Regular bedtime hour 

Quiet before bedtime 

Early 

Daily water baths 

Number 

Kind 

Temperatures 

Cool sponge 
Air baths 
Sun baths 
Regular hour 
Prescribed intervals 



Simple diet 
Balanced, rational diet 



I Chews well 

I Eats slowly 

jMotor Activity : Encouraged 



(2) 



Outdoors or open-air 

room 
In raised, sanitary pen 



With another 

Indoors, scant venti- 
lation 

Irregular 

Excitement before bed- 
time 

Late hour 

Given soothing syrups 

Less than one daily 

Too frequent 

Too warm 

Not followed by cool 

Not given 

Not given 

Irregular 

Intervals too short 
" long 

Eating between meals 

Injurious foods 

Dietary not analyzed 
" poorly bal- 
anced 

Rapidly 

Restricted by clothing 
" by carriage 

Indoors; poor venti- 
lation 

On floor 



234 



THE MOTHERCRAFT MANUAL 



Motor Activity : 


Toys sanitary 


Unsanitary ; allowed 


(Continued) 




pacifier 




" harmless 


Dangerous 
Surfeit 




Kept from crowds 


Taken to stores (4) 
'' " theater (10) 
'' '' movies (8) 


Handling : 


Moderate 


Excessive 




Rational 


Lifted by arms 
Tossed 
Rocked 
Jolted 




History 




Feeding : 


Maternal nursing 9 to 


Less 




12 months 


More 




Cow*s milk 


Bottle : how long 
Patent foods (specify) 


Illnesses : (state 


Bronchitis 


Subject to colds 


age, duration, 


Convulsions 


coughs, constipa- 


permanent 


Diphtheria 


tion, indigestion, 


effects) 


Earache 


nervousness, other 




Eczema 


illness 




Epilepsy 


Operations (age) for 




Measles 


adenoids, tonsils, 




Meningitis 


vaccination, others 


' 


Mumps 






Rheumatism 






Rickets 






Scarlet Fever 






Scurvy 






Summer Complaint 






Tuberculosis 






Whooping cough 






Others 






Heredity 






Mother 


Fatheb 



Nationality 

Race 

Height 

Weight 

Occupation 

Education 



STUDYING THE INDIVIDUAL CHILD 



235 



Predispositions 



Mother's 1 
Mother Family 

(how many) 



Father's ^ Brothers 

Father Family or Sisters 

(how many) (how many) 



Marked mental gifts 
Nervous disorders 

(form) 
Alcoholism 
Tuberculosis 
Kidney disorders 
Cancer 

Pulmonary weakness 
Digestive disorders 
Blindness (form) 
Deafness (form) 
Living 
Dead 

Ages at death 
Causes of deaths 



Congenital Factors 



Rank in birth (1st, 2d, etc.) 
Age of brothers and sisters 
(in years and months) : 



Living : At death : If had lived : 



Age at birth 

Vigorous 2 

Fair health 2 

Sickly 2 

Nervous 2 

Use alcohol 2 
Excess 
Moderate 

Use tobacco 2 
Excess 
Moderate 

Use drugs 2 
Excess 
Moderate 



MOTHEB 



Father 



1 Parents, brothers, sisters. 

2 During year before child's birth. 



236 



THE MOTHERCRAFT MANUAL 



Indications 



Vitality and Endurance 



Sound" digestion 
Normal eliminations 
Normal temperature, pulse, res- 
piration 
Normal posture 
Normal increase in height and 

weight 
Nerves steady- 
Sleep quiet, sound, undisturbed 
Diaphragmatic breathing 



Good chest expansion 

Large nose, unobstructed 

Large neck 

Eyes clear, sparkling 

Lips ruddy 

Teeth sound, normal number 

Muscles firm 

Skin clear, ruddy, elastic 

Active, vigorous play 

Good-humored, optimistic 



Low Vitality 



Susceptibility to colds, coughs 
Susceptibility to contagious 

diseases 
Sensitiveness to cold 
Poor nutrition 
Peevishness, irritability 



Easily fatigued 

Poor chest development 

Shallow breathing 

Pallor 

Small neck, nose 

Adenoids 



Poor Nutrition 



Underweight 
Overweight 
Indigestion 
No appetite 
Capricious appetite 



Rickets 

Languor 

Peevishness 

Delayed dentition 

Ridges and notches on teeth 



Auto-intoxication 



Low vitality 
Constipation 
Eruptions on skin 



Coated tongue 
Offensive breath 
Rheumatism 



Rickets 



Pallor, anemia 

Retarded growth in height and 

weight 
Enlarged joints at wrists and 

ankles 
Muscles flabby ; sometimes fat 



Enlarged abdomen 
Breastbone sunken or pro- 1 
truding i 

Round shoulders, bent back I 
Delayed dentition and walking 
Large square head 

I 



STUDYING THE INDIVIDUAL CHILD 



237 



Scurvy 



Loss of appetite ; pallor 

Loss in weight 

Swelling of ankles and knees 



Swollen gums 

Black and blue spots on legs 
Cry of pain when handled 
Pain when legs are moved 



Nervousness 



Restlessness, fidgeting 
Disturbed sleep 
Irritability, peevishness 
Tempers, hysteria, tantrums 
Spasmodic movements 



Stumbling, dropping things 

Falling easily (after 2 years) 

Nail-biting 

Bed-wetting 

Masturbation 



Defective Vision 



Squinting 
Frowning 
Book or work held 
near face 



Headaches 
Nervousness 
Irritability 
Indigestion 



Deafness 

Persistent inattention Dull, stupid expression 

Directions persistently slighted Head persistently held at one 
Disinterest in music side 

Incorrect articulation (after five Complains of roaring in ears 
years) 

Adenoids (or other nasal obstruction) 



Small nose 

Sunken bridge (after 1 year) 
High arched palate 
Mouth breathing 
Chronic cold 



Nasal voice 
Stupid expression 
Nervousness 
Irritability 
Imperfect articulation 



Temperament 

I. Active : quick, vivacious 
Phlegmatic : slow, inert 
Balanced 
11. Positive : decisive, firm, determined, not easily influenced 
Negative : vacillating, easily influenced, weak impression 
Balanced 



238 THE MOTHERCRAFT MANUAL 

III. Intellectual : theoretical ; tendency to think about things 

rather than to act 

Emotional: acts upon impulse rather than thought; ex- 
pends energy in emotion rather than action or thought. 

Motor : eager to do, execute 

(Note which tendency is strongest, which weakest) 

IV. Optimistic : irrepressibly good-natured, cheerful, blithe 
Pessimistic : easily gloomy, discouraged, unhappy, fearful, 

morose 
Intermediate 
V. Leader : initiative, positive, executive ; inspires confidence, 
loyalty, and cooperation of colleagues 
Follower : compliant, easily led, lacks initiative 
Intermediate 
VI. Original: creative 

Copyist: reproduces others' ideas, principles 
Intermediate 
VII. Democratic: cordial, warm-hearted, hospitable, friendly, 
responsive 
Autocratic: snobbish, inhospitable, reserved, exclusive 
Intermediate 
VIII. Progressive : open-minded, temperamentally a radical, re- 
former 
Conservative: conventional, biased by public opinion, 

customs ; suspicious of the new 
Intermediate 
IX. Mystic : sees spiritual phases of a situation 

Realist : lacks imagination ; has Yankee "common sense", 

practical 
Balanced 
X. Idealist : interested primarily in spiritual aspects and values 
Materialist : interested only in material values, advantages, 

or disadvantages 
Balanced 
XL Responsible : thoughtful, conscientious, good judgment 
Irresponsible : absent-minded, heedless, foolish, unreliable 
Intermediate 
XII. Sees large aspects of problem or work 
Concerned with details 
Balanced 
XIIL Self-reliant : ready to care for self ; furnishes own initiative 
and encouragement 
Dependent : relies on others for initiative, action, service, 

encouragement 
Intermediate 



STUDYING THE INDIVIDUAL CHILD 



239 



XIV. Reaction Time : 




Deliberate 




Impulsive 




Rapid 






Slow 






Moderate 




Psychological and Social Analysis 


Mental Ac- 


Alert 


Slow 


tivity : 


Responsive 


Dull 




Curiosity 


Disinterested 




Experimenting 


Inert 




Exploring 


Listless 




Persistent will 


Vacillating 




Interest in variety 






Involuntary concentra- 


Flitting 




tion 






Feeling strong 


Slight 




Imaginative (1) 


Unimaginative 




Self-reliant (1) 


Dependent 




Initiative 


Inactive 




Profits by experience 


Repeats same errors 




Normal intelligence 


Backward 
Precocious 


Thought : 


Definite (2) 


Vague 




Clear (2) 


Confused 




Able to follow direc- 






tions (1) 


Unable 




Open-minded (4) 


Self-satisfied 


Attention : 


Well focused 


Superficial 

Flitting 

Dreaming 


Concentration : 


Involuntary, marked 


Slight 




Voluntary, marked (4) 


Slight 


Senses : 


Keen: Discrimination 


Undeveloped 


Sound 


of differences 




Rhythm 






Musical sound 




Color 






Beauty (pictures, sculp- 




ture, Nature) 




Rhyme 






Time : Day and night 




Yesterday 







240 



THE MOTHERCRAFT MANUAL 



Sense: Time: (Continued) 

To-morrow 

Season 

Year 

Historic time 
Imitation : Marked 

Mechanical 
Creative (3) 
Memory : Retentive 

Motor 
Emotional 
Auditory 
Visual 
Verbal 
Logical 
Marked 
Poetic (2) 
Logical (2) 
Vivid (1) 



Association of 
Ideas : 

Imagination : 



Clear 

Constructive (3) 

Resourceful (3) 

Visual 

Auditory 
Reasoning' By association 

Logical (2) 

Sensible (5) 
Judgment: Sensible (6) 

Requires proof (4) 
Tastes and What kind of Stories 

Interests: (2) Songs 

Games 
Handwork 
Humor 
How spends free time 
Esthetic: Marked 
Rhythm 
Music 
Color 
Pictures 
Nature 
Poetry 
Mechanics: Marked 



Slight 
Slavish 

Poor. Due to : 
Inattention 
Lack of clearness 
Lack of repetition 



Slight 

Prosaic 

Superficial 

Lacking 

Overwrought 

Hazy 

Reproductive 

Unresourceful 



Easily satisfied 

Undeveloped 

Foolish 

Foolish 

Erratic 

Credulous 



Slight 



Slight 



STUDYING THE INDIVIDUAL CHILD 



241 





Watching 






Examining 






Contriving (1) 






Philosophical: (3) 






Marked 


Slight 




(Seeks reasons for life, 






God, death, im- 






mortality) 






Questions: Numerous 


Few 




"What?" 






"Where?" 






" Why? " 






"How?" 






Waits for answer 


Disinterest in answer 




Asks for information 


For sake of talking 




Seeks further informa- 


Easily satisfied 




tion 




Self-expression ; 


: Free 


Reserved 




Natural 


Self-conscious 
Affected 




Quiet 


Ostentatious 




Artistic 


Awkward 




Impressive 


Weak, hesitating 




Charm 


Unattractive 


Speech : 


Articulation perfect (4) 


Imperfect (Note which 

sounds) 
Stammers 
Stutters 
Lisps 




Clear (1) 


Indistinct 
Slovenly 




Forcible 


Weak 




Fluent (4) 


Reticent 
Halting 




Sentences complete (3) 


Incomplete 




Grammar correct (5) 


Incorrect (Note errors) 




Good vocabulary (5) 


Limited vocabulary 

Slang 

Vulgarity 


Voice: (1) 


Soft 


Loud 




Musical 


Harsh 
Nasal 
Shrill 




Clear 


Husky 




Vital 


Drawl 



242 



THE MOTHERCRAFT MANUAL 



Voice: (1) 


Range (Test with musi- 


Monotone 


(Continued) 


cal instrument) 




Emotions : 


Strong 


Dull 
Supersensitive 




Wholesome 


Morbid 
Silly . 




Deep 


Superficial 




Poised 


Explosive 
Moody 




Good control 


Poor control 
Capricious 
Hysterical 
Eccentric 




Self-respect 


Undue humility 
Pride 




Sense of humor 


Prosaic i 




Trustful 


Suspicious 
Jealous 




Buoyant 


Easily discouraged 




Courageous 


Fearful 




Daring 


Timid 




Cheerful 


Melancholy, petulant 




Patient 


Impatient 
Tantrums 
Easily imposed upon 




Contented 


Dissatisfied 




Sensible 


Vain 

Conceited 

Overaffectionate 




Enthusiastic 


Apathetic 




Easily guided 


Contrary 
Obstinate 
Rebellious 
Overdocile 




Deliberative 


Impulsive 


Social : 


Loyal 


Changeable 

Jealous 

Tattling 

Treacherous j 




Generous 


Selfish 




Sympathetic 


Hard-hearted 

Silly I 




Considerate of others 


Thoughtless 1 
Criticizing 




Courteous 


Rude 



STUDYING THE INDIVIDUAL CHILD 



243 





Bullying 


Winsome, manly 


Indifferent 


Gracious 


Priggish 


Conciliatory 


Ill-mannered 


Peacemaking 


Quarrelsome 


Manners: (2-3) Charm 


Indifference 




Repulsion 


Self-possessed 


Self-conscious 




Bashful 




Taciturn 




Seeking attention 




Simpering 


Gentle 


Aggressive 




Boisterous 


Respectful 


Impudent 




Interrupting 




Contradicting 


Trained in conventions 


Untrained, awkward 


Industry : (4) Industrious 


Lazy, shirking 


Prompt 


Dilatory 




Dawdling 




Procrastinating 


Thorough 


Careless 


Painstaking 


Indifferent 


Orderly 


Disorderly 


Systematic 


Erratic 


Thrifty 


Spendthrift 


Economical 


Extravagant 




Miserly 


Foresighted 


Short-sighted 




Shrewd 




Easily imposed upon 


Moral: (3) Conscientious 


Supersensitive 




Indifferent 




Callous 


Generous 


Selfish 




Self-seeking 


Honest 


Prevaricating 




Thieving 


Frank 


Hypocritical 




Affected 




Sly 




Underhanded 




Tricky 




Brusque 



244 



THE MOTHERCRAFT MANUAL 



Moral : 


(3) 


Mischievous 


Destructive 


(Continued) 


Teasing 


Malicious 






Modest 


Immodest 






Pure-minded 


Uncouth 

Bold 

Brazen 

Unchaste 






Desires and appetites 


Uncontrolled desires 






controlled 


and appetites 


Will: 




Firm 


Weak 






Persistent 


Vacillating 






Subject to reason 


Stubborn 


Motives 


that 


Ambition 


Fear of punishment 


influence: (1) Pain to others 


Vanity 






Pleasure to others 


Rivalry 






Ideal good (the right) 


Selfishness 






Joy in right doing 


Mercenariness 






Love (of others, cause, 


Material reward 






God) 




Response 


to 


Friendly 


Sullen 


reproof 


: (1) 


Rebounds 


Sulks 






Acknowledges justice 


Resentful 
Revengeful 


Religion : 


(2) 


Wonder 
Awe 


Apathy 






Reverence 


Irreverence 






Sense of gratitude 


Thoughtless 






Interest in theological 


Disinterest 






questions 








Interest in religious 


Disinterest 






ceremonies 





Natural Gifts and Talents (5). Expressiveness in any of following : 
Music : vocal, instrumental ; rhythm, dancing, dramatics ; 
drawing, painting, modeling, sculpture; literature, hand- 
crafts, mechanics ; nurturing, organizing, leadership 
Ideals, Ambition, Expectations (8). Extent and nature of following : 
Vocational: (Will change with periods of development, envi- 
ronment) 
Professional : technical, artistic, industrial, manual 
Educational : economic, social, family 

Training : 



Sturdy 


Coddling 


Simple 


Pampered 


Consistent 


Inconsistent 


Sympathetic 


Unsympathetic 



I 



STUDYING THE INDIVIDUAL CHILD 245 

Just Unjust 

Persistent Intermittent 

Scope for self-activity Repressed 
Intelligent Irrational 

Emotional 
Sincere Superficial 

Summary 

Marked Traits, Physical and Psychological 

Making for Efficiency : Inefficiency : 

Need uprooting : Correction : Developing : 
Making for social attractiveness : Unattractiveness : 

Fundamental traits to be especially cultivated : 

Energy Concentration Orderliness Altruism 

Expressiveness Imagination Responsibility Courtesy 

Self-reliance Curiosity Self-control Cheerfulness 

Persistence Initiative Will Honesty 



CHAPTER XII 

A CURRICULUM FOR BABYHOOD AND EARLY 
CHILDHOOD 

" Knowledge has little or no intrinsic value in and of itself. Like 
light, knowledge is good not to see but to see by. . . . Ignorance 
is doubtless better than knowledge that does not make us better." 

— G. Stanley Hall. 

" Where children are fed only on book knowledge, one fact is 
as good as any other." —John Dewey. 

"If we seek the kingdom of heaven, educationally, all other 
things shall be added unto us — which, being interpreted, is that 
if we identify ourselves with the real instincts and needs of child- 
hood, and ask only after its fullest assertion and growth, the dis- 
cipline and information and culture of adult life shall all come in 
their due season." /5^^^ 

The curriculum is to center, not about '' subjects " 
in which the adult is interested but in 

1. The child: (a) The phases of his life; (b) his 
age and stage of development ; (c) therefore the vital 
interests characteristic of that stage ; (d) his individual 
interests. 

It will be modified in some degree by 

2. The environment and what it provides of oppor- 
tunity for physical activity, exploration, social rela- 
tions, and for direction of interest. 

The apotheosis of unnatural environment for the 
child is an expensive " high class '' city apartment, no 
other children, one or more domestic servants, absentee 
parents who are interested and intelligent in every- 
thing but child care and training. 

246 



A CURRICULUM FOR BABYHOOD 247 

For the child under six years, and possibly under ten, 
the most educative environment, in every sense, is in 
the country with hills, valleys, woods, water, plants 
and trees, wild and domestic animals, other young 
children, the freedom of the kitchen, the necessity for 
personal physical care, and elders who enter sympa- 
thetically into his life, not obtrusively but intelligently, 
ready to give assistance when it is needed. With good 
library facilities, wholesome neighborhood recreations, 
and occasional trips to a city for its opportunities of 
art galleries, great music, wholesome plays, industrial 
activities, the simple home life and rural surroundings, 
even with mediocre teaching in a rural school, provide 
through early adolescence the environment most 
favorable for developing richness of life, greatness of 
personality, social efficiency. 

As part of the environment which his guardians select 
are (a) his clothes, which have an influence both upon 
bodily health and on personality; (b) his furniture, 
which should be adapted to his size ; (c) his toys and 
playthings, which are both a stimulus and a means for 
expression of his interest ; (d) his pictures, books, and 
music, which are influencing his aesthetic taste, his 
emotions and his moral life; (e) his associates, both 
children and adults, who furnish the examples that he 
imitates constantly in speech, manners, actions, and 
whose personality subtly — and often unconsciously 
is molding his personality. 

The scope of education is as comprehensive as life 
itself. The following aspects must therefore be devel- 
oped in the complete education of the child: 

1. Disciplinary: developing in the child his power 
to use efficiently his mental possibilities, — concentra- 
tion, observation, memory, imagination, invention, 
judgment, his motor powers, his emotions, his will 

2. Physical : training in habits and ideals of health, 
in skill and grace of motor coordinations 



248 



THE MOTHERCRAFT MANUAL 



3. Cultural : bringing the child to a living interest 
in great literature, art, biography, history, and an 
appreciation and enjoyment of their values 

4. Scientific : leading him to a knowledge and appre- 
ciation of the principles that control the world of nature 
and of mind 

5. Social: training him to live harmoniously and 
serviceably with his fellows 

6. Economic: fitting him to make his living by 
service rendered, of marketable value 

7. Moral and religious : developing character, — the 
ideals and the realization of noble living, — which has 
its roots deep in the feelings and the soul, and depends 
upon these far more than upon mere thought, knowl- 
edge, and reasoning. 



Intellectual and Play Interests 
Birth to Six Months 



Grasping 
Mouthing 
Staring 

Watching bright objects, mov- 
ing objects 



Listening to sounds 
Crumpling paper 
Kicking 
Rhythm 
Crowing 



Six Months to One Year 



Handling 
Mouthing 
Looking at 
Pulling 
Shaking 
Pounding 
Producing noise 
Creeping 



Exploring environment 

Hearing sounds, music, singing 

Babbling 

Imitating vocal sounds : vowels, 

consonants, singing 
Animals, flowers, vivid colors 
Ball, mirror 
Rhythm 



One to Two Years 



Sensory experiences, motor co- 
ordination 
Speech 
Handling 
Experimenting with touch 



Tracing with finger 

Walking 

Exploring environment 

Pouring 

Filling and emptying 



A CURRICULUM FOR BABYHOOD 249 

l>uildin^ and knockintj down ProducinK noiso 

HammorinK Rhythm 

Pounding, thumping Animals, (lowers, chickens, bird 

Throwing? in ea^e \ 

Digging Putting in and taking out 

Curriculum 

Sensory experience: Provide variety of shapes and 
sizes for handlinij^; primary colors in ohjecis both 
different, and same sliape ; sounds, and objects for 
makinp: sounds. 

Sinp^in^ of little tunes, ehantin^'^ of music or i)oetry, 
by attendant while she works about near by, and 
while dressing, bathing, but not while feeding. 

Motor experience : Freedom to move, - kick, roll, 
creep, climb, during waking hours; not tied in chair or 
carriage while awake, excei)t for quarter-hour pcM'iods 

Objects for grasping, pulling, ])ushing, dui'ing lirst year 

Permit to assist in use of cup and spoon after nine 
months. 

Provide door, drawer, lock and large key, wooden 
mallet, volley ball, for hand and arm exercise. 

Provide low, short stair, ladder, swing, swinging rope, 
for second year. 

Concentration : Do not interrupt staring, examina- 
tion of objects, intensive activity. 

Encourage continued looking, handling, listening, 
experimenting. 

Memory training: Strict regularity of routine in 
feeding, giving of water, dressing, sleep 

Motor, by gymnastic exercises performed each time 
in same order 

Few pictures, songs, finger plays, given repeated 
short attention 

Imitation : Pat-a-cake, waving good-by, other simple 
arm or hand movements 

Consonant and vowel sounds 
Cheerful, well-poised disposition 



250 THE MOTHERCRAFT MANUAL 

Reasoning : Reasons by association of circumstances, 
sequence of circumstances 

Provide uniformity and consistency of sequences in 
handling and in daily care. 

Language : Provide much spoken language, chant- 
ing and singing, after six months ; repetition of sounds 
for baby's direct imitation. Cultivate clear, distinct, 
correct enunciation. 

After twelve months, teach gradually names of 
most common objects, members of family, most com- 
mon verbs, adjectives. (A diary record of sounds, 
words, phrases, and sentences is both interesting and 
of assistance in teaching and noting progress during 
first four years.) 

iEsthetic sense: Quiet colors, simple furniture and 

decorations in nursery 
Variety of forms and toys, harmonious gay colors, 

attractive forms, features 

Vivid standard spectrum colors in toys, pictures 
Some large colored pictures in nursery; artistic; 

distinct ; babies, cats, dogs ; primitive Indian drawings 
Exclusion of ugly, vulgar, rude pictures, cartoons, 

toys, and music 

Well-modulated voices in attendants 

Rhythmic quiet singing or chanting, and rhythmic 

gymnastic exercises daily- 
Soft, simple rhythmic instrumental music once a 

day when possible 
Wide range of noise-producing toys, not harsh or 

rasping. Some toys producing mellow, musical sounds 

Emotions: Reduce fretting or crying from discom- 
fort by keeping comfortable, with strict regularity, 
ancj attention to hygiene. Anticipate waking and 
have attendant at hand to reassure as well as to make 
comfortable. Attendants should be well poised, cheer- 
ful, patient, sympathetic. 

Prevent fear by avoiding sudden noises, clapping, 
shouting, excited action, loud talking in nursery, or 
any attempts to frighten. 



A CURRICULUM FOR BABYHOOD 251 

Overcome anger and teasing by refusing to grant 
objects cried or teased for ; avoid teasing the child, or 
other artificial situations that produce anger. 

Moral training : Good humor. Remove defects, e.g., 
adenoids, phimosis, which produce local irritation, nerv- 
ousness, irritable temper, fretfulness, and bad habits; 
prevent fatigue, overstimulation, overexcitement. Keep 
busy by ample simple play material, environment for 
exploration. Avoid unnecessary prohibitions, or un- 
natural conditions necessitating prohibitions. 

Sense of law: Develop through strict regularity of 
daily regimen in feeding, eliminations, sleep; con- 
sistency in care and discipline. 

Cleanliness : Cultivate sense of cleanliness by daily 
baths ; beginning in second year, by always washing 
hands before and after meals and after toilet. 

Obedience 

Intellectual and Play Interests. 2 to 6 years. 

Sensory and motor stage: Range of active sen- 
sory experiences, — tasting, touching, hearing, seeing 

Interest in color, sound, tasting, strongest at 4 to 
6 years 

Constant sensory experimentation and exploration 

Experimental science ; taking apart ; finding source 
of motion or noise 

Nature interest; animals, birds, insects, flowers; 
watching actions, noting striking characteristics of 
appearance 

Interest in experimenting with material (2 to 4 
years) ; in making for use (4 to 6 years) 

All work crude; materials large, coarse, utilizing 
fundamental muscles; periods short, to avoid strain 
of eyes or nerves 

Handcrafts : 

(a) Building, digging, sand play (from one year) 

(b) Carpentry, drawing, painting, modeling (from 
two years) 



252 THE MOTHERCRAFT MANUAL 

(c) Cutting, pasting, heavy paper construction (from 

4 years. 

(d) Coarse weaving, cardboard construction (from 

5 years) 

Language : Articulation ; increasing vocabulary ; sen- 
tence construction 

Comparison of words (sounds and meanings) 
Beginnings of simple original story-telling 
Fairy tales, myths, fables, animal stories, anecdotes 
of children ; Mother Goose, selected poetry 

Measuring, counting (after 4 years, if interested) 

Rhythm : Marching, skipping, simple folk dancing, 
clapping 

Music: Hearing and improvising instrumental and 
songs ; much spontaneous singing 

Motor coordinations: Walking on straight line; 
balancing, throwing, catching, consistency 

Forming of clearer perceptions of objects, social 
actions, moral distinctions 

Curriculum 
For Religious, Moral, Emotional and Esthetic Values 

Sensory training: Variety of objects, varied sizes, 
shapes, texture, hardness 

Prismatic colors in graded shades, in fabrics, paper, 
toys 

Variety of musical instruments or musical sounds; 
piano, violin, cello, guitar, organ, fife, flute, horn, 
willow flute, drums, tubephone, cymbals, tambourine, 
Japanese gong, musical bells, musical glasses 

Toy stringed instruments, drum, made by child 

Attention called to sounds of nature: Wind, rain, 
splash and trickling of water, calls of animals, birds, 
insects 

Taste, smell, temperature and weight senses of minor 
importance ; to receive slight attention 

Discrimination of finer differences in shades of color, 
loud and soft sounds, high or low tone, slow or quick i 



A CURRICULUM FOR BABYHOOD 253 

rhythm, rough or smooth surface, soft or hard tex- 
ture, weight, temperature 

Memory of sensation, and abihty to match it ; applied 
to colors, shapes, textures, sounds 

Motor Training : Coordination of eye and hand by 
aiming at a mark, catching ball, ring, dangling rope; 
pouring liquids, measuring liquid and dry measure, 
linear measure 

Coordination of eyes and legs by jumping over or 
at a mark 

Coordination of legs in marching, skipping, walking 
up and down a short stairway or stile 

Acquiring balance by walking on a line, rail, plank ; 
climbing low ladder, low trees, broad planks, low eleva- 
tion 

Coordination of arms and hands by carrying own 
cup and spoon at meals, eating without bib (after three 
years) ; neatness in table manners ; assisting in serving 
and clearing away meals ; dusting, sweeping 

Climbing low ladder, bars, trees; swimming (4 
years). Free, impromptu interpretation of instrumen- 
tal rhythms of distinctive character, by dancing and 
pantomime 

Habits of neatness and orderliness are taught by 
care of own clothing as removed, and putting away of 
toys. Social conventions taught through good ex- 
amples and through dramatic play; promptness by 
immediate response when called; hygiene and clean- 
liness by brushing of own teeth, washing of face and 
hands, cleaning of finger nails, brushing of shoes 
(needing, of course, some supplementary treatment), 
putting own clothes off and on (after 3 years), fastening 
and unfastening own shoes and clothes. (Note that 
clothing should fasten in front or on shoulders, shoes 
preferably laced.) 

Language: Distinct articulation and enunciation 
are taught through good examples, by training in 
special sounds that are omitted or incorrectly pro- 
nounced after four years of age, by training in modula- 



254 THE MOTHERCRAFT MANUAL 

tion and control of pitch of voice. Vocabulary is 
increased through stories and daily conversation. 

Store of classic nursery rhymes, poetry, folk-tales, 
fables, animal stories, fairy tales 

Colloquial expressions, names of objects, songs, in 
foreign language, with pure native accent, after three 
or four years 

Learning own name, address, father's name. 

Reading and writing are a hindrance to freedom of 
thought and a strain upon eyes, fingers, and nerves. 

Construction: Building with large plain blocks (2- 
inches and larger) of wood, cement, stone; variety of 
geometric forms ; new forms added singly and gradually. 

Building with peg-lock blocks, meccano, and other 
interlocking and knockdown apparatus 

Hammering, sawing, planing, boring 

Making of simple whitewood furniture and toys 

Cutting out toy birds, animals, toys, from soft wood, 
with coping saw 

Making birdhouses and drinking fountains of wood, 
clay, cement 

Making designs with large wooden beads (1-inch 
size), sticks (not less than | inch diameter, 4 inches 
long), colored mosaics of stones (not less than 1-inch 
side), pegboards (pegs not less than | inch diameter) 

Stringing large wooden beads; buttons (after 3 
years) 

Filling in simple designs having distinct, heavy out- 
lines, using water color or crayola ; suggestions regard- 
ing technique given only as requested. 

Painting walls, boxes, or other large surfaces with 
2-inch brush, or pretending painting, using water 

Modeling and building in sand; shaping land and 
water forms, building farms and villages 

Imaginative work, not copying directly from objects, 
in modeling or drawing. 

Free-hand paper cutting or tearing of circles, squares, 
utensils, furniture, fruits, animals, dolls 

Cutting out pictures having simple, heavy outline 

Making toys and furniture with spools, boxes 



A CURRICULUM FOR BABYHOOD 255 

Simple paper folding (occasionally) 

Coarse weaving with lamp wicking or cloth strips 

Nature: Assistance in care of pets, garden, house 
plants 

Exploration of meadows, garden, woods 

Observation of many domestic and wild animals, 
chickens, birds, insects, and their ways, nests, food, 
enemies, protection 

Observation in native habitat where possible, or in 
zoological gardens, home or public aquaria 

Collections of stones, shells, flowers (not pressed) ; 
leaves (pressed and mounted), grasses, seeds, insects for 
vivarium 

Observation of clouds, direction of wind ; frost pic- 
tures, snow crystals ; rising and setting of sun ; length 
of shadows ; evening star, milky way, phases of moon ; 
chief land and water forms — mountains, hills, valleys, 
islands, rivers, lakes, waterfalls; changing seasons, 
their characteristics, special gifts ; preparation of man, 
animals, plants for winter 

Call attention to life processes in plants, including 
growth, blossoming, fertilization, protection of flowers 
and seeds, distribution of seeds; also care of animals 
for their young, preparation of nest or shelter. 

Identification and naming of a few most common 
animals, flowers, insects, birds, trees 

Attention called to types, as trees, trunks, branches, 
bark, leaves; plants, leaves, flowers, fruits 

Geography and History: Methods of travel; in- 
dustries, especially simple or primitive forms of pro- 
viding shelter, food, clothing ; children of any lands or 
times ; their ways of living compared with his. After 
three years, tell stories of American history, construc- 
tive, not military 

Hygiene : Care of teeth, eyes, ears ; correct posture 
in sitting and standing; protection from germs by 
cleanliness, care in coughing and sneezing, disuse of 
public towels or drinking cups ; first aid in bruises, cuts, 
burns, fire (clothing or dwelling) 



256 THE MOTHERCRAFT MANUAL 

Experimentation : Simple experiments in mechanics, 
electricity, chemistry, cooking 

Concentration : cultivate through 

(a) providing environment and material that foster 
exercise of spontaneous interests in handling, examining, 
experimenting, constructing ; 

(b) avoiding interruption when child is attentive 
to an action, unless for important reason such as 
physical regimen, danger of fatigue or satiety ; 

(c) Correlating interests into an organized play, 
e.g., building of a dolFs house; playing store; telling 
or dramatizing of a continued story, lasting for days or 
weeks (after two years) ; 

(d) Giving a direction, request or command only 
once, and requiring attention and prompt response. 

.Esthetic Appreciation : Rhythm acquired through 
hearing of rhythmic songs, music, chanting of non- 
sense or poetry ; and through rhythmic plays, marching, 
dancing 

Taste for good songs, music, pictures, color combina- 
tions, simplicity, orderliness, harmony, cultivated by 
good examples in housekeeping, furnishings, decora- 
tions, clothing, books, toys, music in home 

Experimentation with color, modeling material, 
rhythm, musical sounds 

Play with toy musical notation 

Emotions: Train in control of temper, disappoint- 
ment, in genuine but not gushing expression of affection 
and joy. 

Discourage showing off, attempts to attract attention 
to self, or other forms of conceit, vanity or self -conscious- 
ness ; direct this energy into thoughtf ulness for others. 

Treat bad temper, sulkiness, fretting, as symptoms 
of ill-health, and let the child sit down or lie down until 
relaxed and good-humored, diverting attention mean- 
while to other subjects. In extreme cases, put gently 
to bed, possibly giving also a warm bath. Do not 
ridicule any expression of emotion or do anything to 
foster self-consciousness. 



A CURRICULUM FOR BABYHOOD 257 

Set an example of wholesome emotional expression. 

Avoid any conditions that might foster fear, such as 
fright, grewsome stories, nervousness, indigestion, ex- 
citement before bedtime. 

Counteract instinctive and imaginary fears through 
example of poise, ideals of bravery, confidence in Provi- 
dence and nature, closer acquaintance with special 
objects feared, as animals, darkness, closets. 

Moral : (See Birth to 2 years) Add at this stage : 

Strict obedience 

Teasing, pouting, sulking and tantrums eliminated 
by denying objects thus sought 

Generosity, sharing with others, giving gifts 

Thoughtfulness for comfort and happiness of family 
and playmates 

Learning to play with others peacefully ; solitary play 
as natural consequence of quarrelling 

Patience in accomplishing a desired end 

Honesty. Differentiate between (a) imaginary tales 
and (b) attempts to deceive, usually for the sake of 
escaping punishment or gaining some desired object. 
Example of honesty in keeping promises to child, tell- 
ing truth to others 

Confidence in self, in universe (God and nature) 

Show narrowness of tattling, snobbishness, unkind 
criticism 

Respect for body; modesty; by example and in 
physical care 

Large vocabulary of adjectives and exclamations 
as preventive of slang and vulgarity ; examples of good 
speech; prompt eradication of slang or vulgarity, by 
natural consequences, such as washing of mouth, play 
alone 

Answer child's questions regarding origin of life 
reverently, seriously, honestly, with emphasis upon 
nurturing and on social cooperation of mother and 
father; give a bias toward the social and spiritual 
relations of family life, and a suggestion of the future 
parental responsibilities of the child. 

Memorizing of mottoes, wise sayings, proverbs 



268 THE MOTHERCRAFT MANUAL 

Religious : 

Respect for authority, by example, and by require- 
ment of obedience 

Foster sense of mystery and wonder through life 
and nature 

Example of worship at home 

Teaching of simple childish prayers, if child asks for this 

Answering child's theological questions reverently 
and seriously, as he asks them 

Telling selected Bible stories 

Occasionally taking to opening service at church 

Singing of hymns informally at home 

Teaching child hymns and carefully selected Bible 
verses 

Intellectual and Play Interests. 6 to 9 Years 

Extensiveness : Gathering experiences. Little at- 
tempt at organizing, systematizing, memorizing, or 
formal education. Less fragmentary than in previous 
stage 

Great variety of interests; seeking knowledge of 
natural world 

Experimental science — physics, chemistry, mechanics 

Analysis of objects to find construction, source of 
motion, sound 

Handcrafts: Carpentry, weaving, building, draw- 
ing, painting, modeling 

Making for use ; less interest in mere activity ; in- 
terest in workmanship developing 

Gardening : Care of pets ; observing animals, insects 
Collecting stones, leaves, seeds, curios, historical 

souvenirs 

Rhyming ; increasing vocabulary ; conversation and 

original story-telling ; foreign language (colloquial) 
Primitive people and ways of living 
Sources of supply of food, clothing, shelter 

Curriculum 

Sensory training: Sorting and examining fabrics, 
colors used in construction 



A CURRICULUM FOR BABYHOOD 259 

Experimenting with sounds and improvising of 
melodies and rhythms continued 

Permit attempts to pick out tunes on musical in- 
strument 

Frequent attentive hearing of good instrumental 
music, short duration 

Occasional visit to art museum or store, without 
comments, giving information on request 

Motor training: More difficult and complex co- 
ordination of muscles mentioned in previous period 

Greater accuracy, skill, assurance, freedom 

More use of forearm 

Use of fingers in handcrafts 

More complex and complicated movements in march- 
ing and dancing 

Alertness in changing from one rhythm to another 

Free impromptu pantomime, interpreting instru- 
mental rhythms 

Pantomime of stories 

Posing, original ideas or copying famous pictures 
or statues 

Tableaux; charades 

Forms of housework : sweeping, dusting, scrubbing, 
washing, ironing, dish-washing, table-laying, making 
beds; for accuracy, neatness, dispatch, concentration, 
application, responsibility, as well as motor training 

Skating, swimming 

Use of swinging rings, parallel bars, rope ladder; 
climbing trees 

Avoid activities that strain heart or produce great 
fatigue. 

Language: Encourage conversation, discussion of 
topics of interest and value, story-telling. With models 
of correct grammar and idiomatic English in earlier child- 
hood, there will be little incorrect language to correct. 

Increase vocabulary especially by descriptive words 
in story-telling. 

Continue models of distinct enunciation, well- 
modulated voice. 



260 THE MOTHERCRAFT MANUAL 

Encourage rhyming; do not ridicule or make light 
of rhymes. 

Spontaneous dramatizing of stories ; permit freedom, 
and absence of self-consciousness in expression; avoid 
criticism of technique or form of expression. 

Teach colloquial expressions, poems, songs, from 
foreign language, with pure accent. 

Avoid forcing of interest in reading, writing, or 
number; prohibit for nervous child; discourage for 
bookish child, and supply more real interests. For 
normal, active children, assist spontaneous interest, 
in short periods, with careful regard for hygiene of 
eyes. 

Nature: Providing food and drink for wild birds, 
animals, insects not pests 

Care of pets, gardening, with responsibility for 
daily care 

Encourage collections as in previous period, adding 
insects and small live animals kept in vivarium, birds' 
nests, pictures of birds. 

Keep calendar of birds, flowers, weather conditions. 

Observe effects of frost, wind, rain, streams, waves, 
upon soil and rocks. 

Observe unfolding of leaves and blossoms, and forma- 
tion of seeds from flowers ; methods of protecting and 
distributing seeds. 

Plant large seeds where process of germination can 
be observed. 

Identification of trees, birds, flowers, insects 

Gathering of nuts; drying of fruits and vegetables 
for winter 

Observation of some inherited characteristics in 
flowers and animals 

Raising of pigeons or chickens or a litter of kittens, 
rabbits, or guinea-pigs 

Noting cooperation of father in care of birds 

Study of primitive life, types of dwellings, providing 
of food and clothing, making of weapons 

Learning days of week, months of year ; telling time 
of day by clock and sun dial 



A CURRICULUM FOR BABYHOOD 261 

Sciences : Simple experiments in physics and chemis- 
try continued, in response to child's questions regarding 
composition of substances, principles of mechanics and 
electricity, etc. For example : differences noted be- 
tween solids, liquids and gases; acids and alkalies; 
adhesion, cohesion ; composition of water 

Cooking 

Construction of batteries, and making of toy tele- 
phone 

Application of water power to toy machines; wind 
power to sailboats, toy wind mills 

Making toy steam engine and harnessing to toy 
machinery 

Comparing specific gravity of different substances 

Observation of stars in early evening 

Identification of dipper, north star, evening stars, 
and a few constellations visible before child's bedtime 

Anatomy and physiology : Main facts and processes ; 
principles of hygiene ; first aid in drowning 

Mathematics : Counting small quantities 

Measuring as in previous period ; use of pints, quarts, 
ounces, pounds, peck, bushel; playing store with real 
measures and wares ; making change with toy money ; 
metric measures 

Use of common fractions in construction and store play 

Buying at store and miaking change 

Use of small weekly allowance 

Measuring inches, feet, yards, rods, in construction 
and store play 

Reading thermometer 

Construction : Making of more difficult things 

More attention to workmanship — accuracy and 
finish of product, skill in handling tools 

Use of smaller and finer materials 

Carpentry ; wood carving ; making of cement blocks ; 
modeling with clay, having good pieces fired; use of 
potter's wheel 

Weaving with raffia, carpet woof, yarn, quarter- 
inch strips of cloth or silk 



262 THE MOTHERCRAFT MANUAL 

Stringing small wooden beads, glass beads, papers 
and straws, berries, seeds 

Paper cutting, freehand, and following a line 

Coarse sewing for dolls, simple personal mending, 
making of gifts (periods not longer than half hour) 

Basket-making with raffia and other flexible material 

Experiments in carding of wool, spinning of yarn 
and thread 

Making miniature types of dwellings of primitive 
peoples, as Indians, Laplanders, Filipinos 

Making toy theaters and puppets 

Making scrapbooks classified for different subjects of 
interest 

Drawing still from imagination, not directly from 
object, viz., an avenue of creative imagination, not of 
accurate observation nor logical analysis of line or 
form. Water color and crayola used in the same way ; 
copying of objects or pictures permitted if spontaneous ; 
coloring pictures 

Little criticism of technique, avoiding any suggestions 
that might, repress freedom of expression, individuality, 
or confidence 

Suggestions for improvement in technique as re- 
quested 

Improvising of melodies and little songs 

Esthetic Appreciation : As in previous period 
Making collections of pictures from magazines, 
reproductions of paintings and sculpture, allowing free 
individual choice; abundance of good examples pro- 
vided 

Moral : As in previous periods 
Little appeal to conscience, motives, ambitions 
Training in good habits as part of regular routine 
Stories of fidelity, loyalty, generosity, helpfulness, 
patience 

Religious : As in previous period 
Avoid forcing of religious interest or observance of 
forms 

Select Sunday school with care. May be preferable 



A CURRICULUM FOR BABYHOOD 263 

to take child to opening portion of church service, and 
to full service on festival days 

Bible stories especially of Old Testament history; 
boyhood of Christ 

Stories from lives of religious leaders 

Portions of religious allegories, as ^' Pilgrim's Progress" 

Cultivate tolerance for other sects. 

Intellectual Interests. 8 or 9 to 12 Years 

Tools of knowledge — reading, writing, spelling, 
numbers 

Repetition and drill ; learning by rote 

Tests of observation, attention, mental alertness, 
power of inhibition 

Little use for explanations or power of abstract 
reasoning 

Language : Play upon words ; secret language, for- 
eign language 

Collections: Collecting interest at greatest height; 
nature chief collecting interest; imitative in collect- 
ing interests 

Mathematics : Simple arithmetical processes 
Narrative history; action, adventure, biography 
Physical geography: Social geography — customs, 
habits, living conditions of people in other countries 

Nature : Care of pets, play with animals, gardening, 
collecting 

Handcrafts: Great range; development of skill 
and workmanship 

Coordination of muscular action with sense judg- 
ments 

Mechanics, electricity, chemistry; mechanical puz- 
zles (interest culminates at 11 years) 

Toy interest decreasing toward end of period 

Doll interest with girls reaches climax at 11 years; 
ceases with boys at 8 years. 

Beginning interest in making livelihood. 



CHAPTER XIII 

PLAY 

* " Play is the highest phase of child-development — of human 
development at this period (childhood) ; for it is self-active repre- 
sentation of the inner, from inner necessity and impulse." 

" The plays of childhood are the germinal leaves of all later 
life; for the whole man is developed and shown in these." 

" Come, let us live with our children." 

— F. Froebel. 

Play is spontaneous self-activity. It is not found 
among lower forms of animal life. The length of the 
play period with any species is directly related to the 
degree of intelligence of which it is capable. 

Young children instinctively play activities which 
become work when they are mature, and which their 
ancestors have practiced as work. Among animals, 
play is Nature's method of training for responsibilities 
of maturity in food-getting and protection from 
enemies. 

Among the great educators of earlier days who have 
recognized the value of play as a means of education of 
children are Plato, Comenius, Rousseau, Locke, 
Rabelais. Pestalozzi and Froebel were the first 
modern educators to practically utilize play in the edu- 
cation of little children, and the widespread interest 
in play to-day is traceable to their efforts and influence. 

Play and Work. In play the individual expresses 
his own desire, unhampered by artificial restriction or 
repressions, limited only by his own strength, his 
imagination, and the facilities of the environment. 

264 



PLAY 265 

Play is not necessarily easy, in the sense of making 
small demands upon physical strength or mental 
energy. Any one who watches children at their play 
knows that the intensity of their interest and desire 
leads them into work requiring the utmost of their 
physical strength, endurance, and skill, and the great- 
est exercise of imagination, initiative, judgment, pa- 
tience in the solving of problems; drudgery is per- 
formed with relative ease, because it is appreciated 
as a necessary means to a greatly desired end. There is 
no value in drudgery as such. It is a part of the great 
art of life to select motives and activities that are an 
expression of self-activity, and to perform the drudg- 
ery in the same spirit expressed by children in their 
play. Drudgery becomes irritating when it is not 
appreciated in its relation to an interest, as when it is 
a task set by some one else, with no relation to the 
life of the doer; or is the performance of labor for 
others merely for pay, without any personal interest 
in the work or its results. 

The child must learn to perform many duties in his 
own personal care, in the life of the household, the 
family, and the community. It is of greater value to 
put imagination and the play spirit into these, to learn 
to make games of them, than it is to make dull, un- 
imaginative drudgery of them. During his fourth or 
fifth year the child can begin to comprehend the values 
of these tasks, in self-dependence, service to others, 
cooperation in the advancement of human life, and 
that he has the part of a worker to play in the great 
game of life. 

Learning, intellectual study, art, should by all 
means be forms of self-expression, a development of 
personality, a source of happiness in their acquire- 
ment, — play in a large sense. If the pupil is un- 
happy, disinterested, inattentive, the teacher or the 
educational system is at fault in not having discovered 



266 THE MOTHERCRAFT MANUAL 

the vital, instinctive interests of the child and his 
natural, spontaneous way of learning. Better turn 
such a child out for free play and first learn from him 
what are his vital interests, and then utilize these, in 
this play spirit, to bring to him content and discipline of 
educational — that is, permanent and highest — value. 

This ideal is practically possible by studying the 
child's instinctive activities and interests at any given 
stage, and supplying (a) conditions in the environment 
which permit his full and rich expression of these in- 
terests ; (b) content or goals that have permanent life 
value ; (c) increasingly difficult and more complex con- 
ditions and problems, so that the child is advancing 
in skill and ability. 

For example: The baby likes to handle objects. 
Cultivate this play interest educationally by giving 
him objects illustrating a great number of shapes and 
sizes. Utilize his love of sound by letting him hear, 
every day if possible, some good music. The three- 
year-old child loves to dramatize. Teach him good 
manners and courtesies in playing '' tea-party '' and 
" visiting '' ; instruct him in simple first aid and 
hygiene through playing " doctor." Later, tell him 
great stories from the myths, from history, from classic 
literature, that he can '' play out." 

At about five years of age children instinctively pour 
and measure. Instead of leaving this to chance 
play, it is possible to make it of permanent (educational) 
value by providing (a) a play space for various kinds 
of measuring ; (b) a variety of substances to measure, 
as sand, sawdust, pebbles, water, colored water, long 
strips of paper, cheap tape or cloth, clothespins, even 
''real" fruits and vegetables; (c) standard measures, 
— pint, quart, gallon, dry quart, peck, bushel; later, 
gill and ounce, and the pound and ounce weights; 
(d) bottles with wide mouths, and other receptacles for 
pouring into, that wi)l cultivate steadiness and careful- 



PLAY 267 

ness. Begin with two or three measures, teaching their 
relation, as pint and quart, gradually adding more as 
these become known. Give at first measures and bot- 
tles easy to pour into, later those more difficult, re- 
quiring better coordination. Set a standard of neatness 
and accuracy. Watch for indications of fatigue and let 
the play stop before there is any strain. 

Normal children in a normal environment do not 
wish to be amused, but they are full of ideas of their 
own that they wish to express. The adult very often 
desires to amuse children, — not primarily for their 
benefit but for his personal pleasure in watching them 
and participating with them; he (or she) needs a 
training in self-control and a deeper understanding of 
child nature, that he may come to find as keen satis- 
faction in standing aside and watching the child's 
self -development, bringing forward his own personality 
only where it will be of educational or social value. 

Children's Parties. Children's parties may be a 
means of social, physical, and spiritual grace, or they 
may be made a cause of nervousness, dissipation, 
corruptive ideals. As a means of grace, they should 

(a) be held in the daytime and last about two hours for 
children under six, three hours for the older group; 

(b) preferably outdoors ; (c) include a small group of 
guests — only four or five for children three to five 
years, ten or twelve for children five to seven, and 
about twenty as a maximum for children seven to ten ; 
(d) require simple dressing; (e) little preliminary 
excitement of preparation; (f) games carefully con- 
ducted, and alternated with stories to prevent fatigue 
or too much excitement ; (g) a small amount of very 
simple refreshments, as fruit juice and lady fingers, or 
milk and animal crackers for children under five ; or a 
small portion of pure ice cream and sponge cake for 
children five to seven ; or a small amount of simple 
candy, nuts, popcorn for children over seven. 



268 THE MOTHERCRAFT MANUAL 

Play Room and Ground. The best playground is 
the home yard, where mother can keep an oversight ; 
where other children can come so she knows the play- 
mates, and where the child is kept in sympathy with 
home influences. For indoor play, there should be a 
room kept sacred to the uses of childhood. In this 
way both adults and children have more freedom, with 
less conflict of comfort and convenience. For children 
under three or four years this room will naturally be 
the nursery ; for older children it should include facil- 
ities of a workshop. 

The playroom should be well lighted and venti- 
lated, with floors bare except rugs for small children to 
sit upon. The walls, curtains, and rugs should be 
washable. The color scheme should be cheerful and 
attractive to childhood. Yellow, warm gray, or green 
are especially good ; red is too stimulating ; violet is 
oppressive. Touches of rose or light blue might be 
added. The wall covering should preferably be a 
hard paint or Sanitas, at least to a four-foot wainscoting. 
Pictures should be easily removed, frequently changed, 
arranged with some regard to unity and symmetry. 
Pictures for little children should be hung low enough 
to be easily seen. 

The furnishings should include tables adapted to 
the child's height, chairs of hygienic design, cupboards 
and window seats for toys, apparatus, tools, books, 
where they will be kept out of the dust and in a rea- 
sonable order. The children should be responsible 
for the orderliness of rooms and cupboards, good con- 
dition of walls and furniture, and ordinary care of 
playground and playroom. Children over seven may 
well be responsilDle for sweeping, dusting, wiping of 
floors and woodwork. 

Playground Apparatus. Sand pile, in framework or 
box, with cover for protection from stray animals and 
weather. White sea sand is cleanest. 



PLAY 269 

Swings adapted to size and development of children 

Playhouse 

Place for pets and garden 

Other apparatus, adapted to children at different 
stages, is listed under each period, in this and two sub- 
sequent chapters. 

For the playroom, supply an aquarium and viva- 
rium, tools, workbench, materials for handwork. 

Play Interests and Activities. Infancy to Four Years 

Sensory and motor activities 

Individual play 

Toys 

Imitation; simple, imaginative, dramatic play 

Quiet games preferred to active 

One to Eight Months 

Simple sense plays : Seeing, hearing, touching 

Play with limbs : Arms, hands, legs, toes ; grasping, 
sucking, reaching for objects, holding, pulling, shak- 
ing, kicking 

Pleasure in passive rhythmic movement of limbs, given 
by attendant 

Play with simple toys 

Apparatus : Baby pen, toys 

Eight to Twelve Months 

Experiments with sounds : Crumpling paper, pounding, 

pulling bells 
Surprise and recognition : Peek-a-boo 
Play with limbs : Pat-a-cake, touching features 
Handling objects, turning key, opening and closing 

doors 
Imitation : Smiles, vocal sounds, manual work 
Rolling ball : Receiving ball when rolled 
Apparatus : 

Chair swing, with support for feet 

Chairs to climb up by and push 



270 THE MOTHERCRAFT MANUAL 

Low railing for support in standing and walking 
Two or three low, broad stairs (about 6 inches high, 
12 inches deep) to crawl up and down 

One to Two Years 

Sensory and motor experiments more extensive 
Exploring, handling 

Opening and shutting ; taking out and putting in ; turn- 
ing key. 
Digging; pouring 
Pounding for noise, tearing paper 
Hiding self 
Simple finger plays, e.g., ''This Little Pig'', ''Creep 

Mouse'', "Knock at Door", Froebel's " Play with 

Limbs" 
Rolling and tossing ball in free play 
Brief games, rolling and throwing ball, with adult 
Play with toys, as doll, cart, train, animals 
Apparatus : 

Swinging chair, with board or wall to strike feet in 
swinging 

Low stile or stairs, with side rail or bannister 

Small, low ladder 

12-inch plank, 6-10 feet long, laid on ground, or 
securely elevated 4 inches, making low bridge 

Kitchen, cupboards, drawers, playroom, for ex- 
ploration 

Two to Four Years 

Exploring wider range; watching activities, people, 

animals, machinery 
Examining objects ; taking apart and putting together 
Digging, pouring ; playing with sand, mud, water 
Hammering, pounding; experimenting with sound 
Building with blocks ; piling up and tearing down 
Simple ball play, chasing, rolling, trying to catch 
Finger plays ; only simple ones yet possible, " Thumb- 
kin says, ' I'll Dance' ", " The Merry Little Men ", 
"The Garden", "Here's a Ball for Baby", (Poulsson) 
Jumping and sliding begin; short running, being 
caught 



PLAY 271 

Walking sidewise along fence, swinging on rope; 

climbing 
Imitation of adult activities begins; household work, 

common industries 
Hiding self, but without sufficient control to remain 

until found 
Pounding and rolling modeling clay ; pretend painting, 

drawing, sewing 
Gathering stones, sticks, bright-colored objects 
Experimenting with liquid color 
Looking at pictures, especially of children, animals 
Feeding pets, planting seeds 
Play with dolls, toy animals, active toys 
Apparatus as for previous age, and add : 

Slide, purchased ready-made; or homemade one of 

12-inch plank, smooth, waxed, firmly secured, 

raised at one end 2 feet, protected at sides by 3- 

inch strips, free from slivers 

Board swing, with back, opposite board or wall to 

strike feet against 
Heavy rope, knotted at end, suspended from tree 

or ceiling, to catch hold of and swing upon 
Pit of straw, hay, sawdust, or sand to jump into 
Playhouse with small doors and windows to crawl 

through ; may be made of large packing boxes 
Swinging bar, to hang from by hands, toes on 
ground. Should be raised just enough for difficult 
reach ; may be homemade of broom handle, 
capped at ends with leather or cloth, suspended 
by ropes from tree or ceiling. 
Shallow brook, watering trough, tub, or basin, for 
water play 

For outdoor play, clothe the child in white or light 
seersucker rompers, with sandals, in summer, and 
knitted sweater and leggings in winter, for both boys 
and girls. 

Teach children how to jump correctly, landing on 
soles of feet, bending the knees. 

Children at this age are most likely to be at a loss 



272 THE MOTHERCRAFT MANUAL 

what to do next. With ample opportunity and space 
for exploration, objects for examination, and suitable 
apparatus for instinctive physical activities, they will 
find this need met and will not need to be " amused/' 

Four to Six Years 

Sensory and motor activities 

Dramatic imitation, industries, animals 

Imaginative dramatic play ; dressing up 

Beginnings of group play, unorganized 

Beginning interest in circle games, singing games, 
traditional games 

Finger plays 

Climbing, jumping, rolling, sliding, swinging; balanc- 
ing, walking on straight line 

Beginnings of marching, skipping, dancing, swimming, 
skating 

Handcrafts: Carpentry, painting, drawing, modeling, 
pasting, building with blocks, mechanical con- 
struction 

Pouring, filling, weighing, measuring 

Play with water, sand 

Planting, caring for garden ; caring for pets 

Collecting less crude; stones, sticks, leaves, insects, 
pictures, flags, buttons, bright colored paper, cloth 

Doll play (boys and girls) 

Hiding, hunting for persons and objects ; with growing 
control 

Simple tag games, short running, simple rules 

Simple guessing, observation, surprise games; playing 
tricks 

Play with words, as nonsense syllables, long words, 
rhyming 

Experimenting with sound ; improvising songs, melodies, 
on instruments 

Experimenting with colors and shapes ; sorting, match- 
ing, grading ; coloring pictures 

Looking at pictures with story value, historic value 

Experimenting with problems in physics, chemistry 

Exploring a wider environment 



I 



PLAY 273 

Apparatus and equipment : 

Farmyard, garden, orchard, meadows, woods, beach 

Sand pile ; sand box for house 

Swings, slide, jumping pit, playhouse, adapted to 
size 

Swinging rings; made of rope secured with heavy 
surgeon's plaster, and covered with cloth, sus- 
pended from tree or ceiling 

Rope ladder, 6 feet high, with mattress, straw, or 
hay bed beneath 

Fence for sidewise walking 

Joist or rail, 2 inches wide, single or parallel, for 
straight-line walking 

Aquarium, vivarium ; boxes for collections 

During this period there is need of much companion- 
ship with a few other children of from three to seven 
years. This will give training in generosity, social 
feeling, kindness, patience, self-control. It will provide 
larger opportunities for dramatic play, and thus for 
range of imagination. 

Six to Ten Years 

Sensory interests less marked 

Ability to keep to rules of game 

Group play, especially traditional, circle, singing games, 

group competitions, ball games 
Running: Running games, catching, as in forms of 

tag 
Doll play; usually confined to girls; in latter part of 

period, paper dolls, stunt dolls 
Ball play and games, especially among boys 
Dancing, balancing, swimming, skating, climbing, 

swinging, sliding, tumbling 
Manual dexterity in catching, throwing, balancing, 

hitting at a mark, hitting at a ball 
Dramatic play organized into serial play extending over 

days and weeks, especially industrial activities, as 

playing house, store, school, primitive life; playing 



274 THE MOTIIERCRAl^r MANUAL 

at campini]:, luinlinir, iniilatinR social life of adults 
as found in environuK^nt 

Handcrafts: Car[)onlry, painting, drawing, modeling, 
weaving, sewing, knitting; pasting, papercutting ; 
ni(H*hanieal eonst.ruet/ion 

Decorating, decoi-alive dcvsigns, personal decoration 

Weigliing, measuring, counting 

Housework, cooking 

Runimaging, lioarding 

HicTuig and (inding games more complex and difficult 

ColkH'ting inlcMvst strong; wide range, little classifi- 
cation ; includes pict ures, flags, stamps, shells, sou- 
venii's, l(^a.v(\s, birds' vi^ixi^, minerals, insects 

GankMiing; care of pets 

Gamcvs of mcMilal aknlness, observation, shrewder 
gu(\ssing, [)hysical a.kn*t,ness, accuracy, motor control 

Pkiy with words; rliyming, puns, riddles, counting out 

Measuring strength of wit., patience, personality, will, 
with others, especially adults 

Observing indust ri(\s, visiting natural history museums, 
wat('hiii.!> nKirhin(M-y in action 

Kx[)loi*ing mc^adows, lic^kls, woods, caves 

Kxpiession of natural ability in special phases of art 

Apparatus and equipment: 
As in previous period, except fence and rail 
Ample space for running, climbing, group games 
Companionship of comrades, boys and girls, for cul- 
tivation of social adjustment fairness, generosity, 

competition. 



CHAPTER XIV 

GAMES 

" The difference between a genius and a pedant consists exactly 
in this, that the genius performs his work playfully, while the 
pedant groans under the drudgery of his task." 

— Paul Carus. 

" The real fall of man is to do things without zest." 

— G. Stanley Hall. 

The Value of Games. All games are play, but not 
all plays are games. In a game some rule is involved, 
some goal or object is to be attained. Usually, though 
not always, in a game, two or more play together. 

Most children under three years of age, and many 
under four, have not developed sufficient self-control, 
imagination, memory, and judgment to play a game. 
If " Hide-and-Seek '' is attempted, they will run out 
of the hiding place before they are discovered. In 
'' Hunt the Thimble '', they will point out where the 
object is hid. They are with difficulty held to the 
sequence of circle games, except of the simplest sort. 

At about four years, however, most children have 
the mental and social development to find interest in 
circle games, traditional games, and some competitive 
games. 

Supplementing the educational values of play in 
general, different games have some of these additional 
educational values : 

Training in social relationships, in group action, 

cooperation, competition 
Cultivating a sense of social interdependence 

275 



276 THE MOTHERCRAFT MANUAL 

Sharing experiences with mates 

Subordination to the rights, desires, and leadership 
of others 

Loyalty to a leader or a group 

Incentive to improvement of skill in order to com- 
pete with others 

Acceptance of the consequences of failure or ineffi- 
ciency 

Opportunity for leadership to him who is able 

Realization of law, through rules of game 

Measuring of personal ability and personality with 
that of mates 

Kinds of Games. Games may be classified accord- 
ing to 

(1) the degree of physical activity involved; 

(2) the degree and kind of mental activity required ; 

(3) the moral and social traits cultivated. 

Each of these groups would be subdivided according 
to age, although some games seem of interest at any 
age. 

With little children in the home it is convenient to 
have at hand a classified list. This list should begin 
with the standard games, and be lengthened as new 
ones are found or, better still, are devised by the 
children. 

Any game tried should be interesting, "fun", that is, 

(a) suited to the physical powers and mental de- 

velopment of the child ; 

(b) expressive of his spontaneous interests.* 

Certain activities have play interest at every stage 
but could be played only in a very simple, brief game 
under four years, and for a longer time and more com- 

1 These spontaneous interests and the developments of physical 
and mental abilities are briefly analyzed in Chapters V, XII, XIII. 



GAMES 



277 



plexly after that age. These most common activities, 
or motifs, include surprise, imitation, observation, 
guessing, hiding, seeking, catching, chasing, running, 
ball play. The worker with young children should 
be able to invent many little games based on these 
motifs. Simple little songs, invented, spontaneously 
improvised, or gathered from kindergarten songbooks, 
add joyousness to the game, cultivate a love and ex- 
pression of music, and teach the utilizing of art in 
everyday life. 

Games may be analyzed by the following scheme, 
to discover their values. 



Active : 


Quiet: 


Outdoor 


Outdoor 


Indoor 


Indoor 


Sensory Training : 


Motor Training : 


Sight, hearing, touch 


Bodily control 


Taste, smell, weight 


Neatness 


Form, color 


Alertness of response 


Alertness 


Accuracy of movement 


Accuracy- 


Coordination of different 


Discrimination 


muscles 




Skill 




Grace 


Mental Training : 




Observation 


Moral Training : 


Concentration 


Perseverance 


Alertness 


Courtesy 


Imitation 


Gentleness 


Perception 


Generosity 


Imagination 


Courage 


Judgment 


Patience 


Accuracy 


Independence 


Initiative 


Justice 


Invention 


Sense of law 


Leadership 


Cooperation 


Individuality 




Inhibition 




Relaxation 




Humor 





278 THE MOTHERCRAFT MANUAL 

Every game involves some attention and conformity 
to rules. '' Follow the Leader " involves activity, 
careful observation of the leader's movements, imita- 
tion, alertness, motor control, and reasoning in guessing ; 
if trade is represented, the leader must exercise in- 
genuity and initiative in thinking of a new movement. 
'^Spin the Platter'' and ^' Drop the Handkerchief' 
require mental . alertness intermittent with attention. 
'' Cat and Mouse " and " Hawk and Chickens " re- 
quire physical alertness, dexterity, and quick judg- 
ment. '' Ring-around-a-Rosie " involves rhythm, 
chanting, and a bit of the ludicrous. '' Charlie Over 
the Water " is a step further, involving mental 
and physical alertness. '' Little Sallie Waters " and 
'' Farmer in the Dell " involve love of rhythm and 
music, dramatizing, and the choice of a partner. 

Games for the Littlest 

Eight to Eighteen Months. Motor control, finger 
plays, surprise 

Finger Plays : Falling, Falling (Mother 

Peek-a-boo Play) 

Pat-a-Cake Rolling and receiving the 

Open the Door ball 

This Little Pig Hiding self 

Hiding things 

Catching 

One to Three Years, Motor control, finger plays, 
hiding; observation, surprise, guessing, imitation 

Hide and Seek (very simple) Finger Plays : 

Hunt the Thimble (use ball Here's a Ball for Baby 

or doll) The Merry Little Men 

Chasing and catching Finger Piano 

Rolling, tossing, and catch- Shut them. Open 

ing ball Thumbkin says, " I'll 

dance " 



GAMES 279 

Nursery Finger Plays 

1. This Little Pig Went to Market 

2. Knock at the door (tap the forehead) 
Peep in (lift the eyelid) 

Lift up the latch (touch tip of nose) 

Walk in (touch lips) 

Take a little chair 

Right down under there (chucking under the chin). 

3. Here's my father's knives and forks (hands back to 

back, fingers standing up like rake) 
Here's my mother's table (hands turned over, the 

interlaced fingers flat like a table) 
Here's my sister's looking-glass (forefingers raised, 

forming a triangle) 
And here's the baby's cradle (little fingers also 

raised, forming a triangle for front piece of cradle). 

4. Here's the church (position as in line 2 of preceding) 
And here's the steeple '' '' '' '' S '' 

Open the door '' '' '' '' 1'' 

And see all the people. 

5. '^ Shut them, open ; shut them, open ; 
Give a little clap ; 

Open, shut them ; open, shut them ; 

Fold them in your lap ; 

Creep them, creep them, creep them, creep them. 

To the little chin ; 

Open wide the little mouth, 

And pop a finger in. 

'* Shut them, open ; shut them, open. 

To the shoulders fly ; 

Open, shut them ; open, shut them, 

Up into the sky ; 

Falling, falling, falling, falling. 

Almost to the ground ; 

Hold them up in front of you 

And twirl them round and round/' 



280 THE MOTHERCRAFT MANUAL 

6. Thumbkin says, " Til dance/' 

Thumbkin says, " FU sing," 
Dance and sing, ye merry little men, 
Thumbkin says, " V\l dance and sing." 

(Tapping with thumb, other fingers closed) 

Pointer says, etc. Refrain 
Tall man says, etc. ** 
Ring,man says, etc. 
Little man says, etc. 



it 



(On refrain, all fingers tapping) 

All men say they'll rest 

All men say they'll sleep. 
Rest and sleep, ye merry little men ; 
All men say they'll rest and sleep. 

(Last stanza, hands closed, thumb inside; sing 
softly) 

7. Now see we here 
These friends so dear, 
As they together meet. 
With bows polite 
And faces bright 
Each other they will greet. 
Oh, '' How do you do," and 
" How do you do," and 
" How do you do," again 
And " How do you do," 
And " How do you do," 
Say all these little men. 

(Hands held up with fingers erect, palms opposite. 
At line 7, thumbs bent toward each other, and fol- 
lowing fingers on each succeeding greeting ; all together 
on line 11.) 

Three to Four Years. Children are usually not yet 
interested in group games; some children not until 
five or six years. At this age children can play to- 



GAMES 281 

gether with their toys but cannot manage a game 
among themselves. They are able to play simple 
games with an adult. The parent or teacher can 
make simple games out of the daily activities. 

Slightly more difficult finger plays and forms of 
games than those listed in previous age period can be 
used, and simple forms of those games listed in succeed- 
ing period. 

Motor Accuracy : Circle and Active Games : 

Tenpins Ring-around-a-Rosie 

Cat and Mouse 

Sense Games. These involve the ''guessing'' inter- 
est but require thought. 

Sight and Observation. Tell what object, color, 
form is taken away from a group, or added. Match 
a color or form of flower or other object, first with 
object in hand, later from memory. ''I saw'' — relat- 
ing what was seen on a walk, in a room, or when pass- 
ing a store. 

Touch. Tell the name of an object or form by 
handling it while blindfold. 

Hearing. Tell the direction of a sound, instrument 
sounded, person speaking, while blindfolded. 

Language Games. Many can be invented similar 
to the following, in which increase in speaking vocabu- 
lary is gained. Nouns : I went to the Zoo (store, boat, 
etc.) and there I saw — (name objects). Verbs: A 
train (bird, dog, wind, etc.) can — (name activities). 
Adjectives : I like squirrels (flowers, dolls, apples, etc.) 
because they are — (name adjectives). 

Alertness. Children at this age, and until six, are 
often dawdling, dreamy. Games can be invented to 
cultivate dispatch and alertness, as ''running a race" 
with a person or the clock, in dressing and undressing. 

Poise, Relaxation, Concentration. What Montessori 
calls the "Game of Silence" cultivates these qualities. 
As played in the Montessori schools, the children sit 
quietly, relaxed, in a room slightly darkened, while 



282 THE MOTHERCRAFT MANUAL 

all sounds are hushed, and all listen. After two or 
three minutes some one in an adjoining room whispers 
or calls faintly the name of a child, and the child goes 
as softly as possible, returning as softly. Ten or fif- 
teen minutes is the limit of the children's ability to 
play the game. Forms of it may be played when going 
through the house, or whenever quiet is especially 
desired; or when the children are becoming irritable 
or too nervous. 

The imitative, imaginative, and dramatic play in- 
stincts of the years from three to six offer opportunity 
for a wide range of invention of games. These should 
not be formal but by their very nature must give free- 
dom of initiative, imagination, and self-expression. 
They may be utilized, for instance, in social training, 
as in playing that the child is a prince or princess at a 
banquet, or is a parent to the doll who sits near by to 
be taught, making a game of neat table manners or 
careful chewing. They may be utilized for moral 
training, as in playing that the child is the fairy god- 
mother who could bring sunshine wherever she went; 
or Siegfried, who could kill all the dragons of ugly 
temper or words. 

Four to Six Years. Simple circle games, singing 
games, dramatic imitation, catching, finding. Utilize 
the sense games, alertness, language, imaginative and 
dramatic games described in previous period, using 
more complex and difficult situations. 

Tag Games : Dramatic Kindergarten 

Drop the Handkerchief Games with Music : 

Cat and Mouse The Pigeon House 

Pussy wants a Corner The Chickadees 

The Snail 

Hiding Games : Circle and Singing Games : 

I Spy Ring-around-a-Rosie 

Hide the Thimble (using Charlie over the Water 

larger object) Little Sallie Waters 



GAMES 



283 



Button, Button 
Magical Music 

Ball Games : 
Variations in catching 
and throwing 

Motor Ability : 
Hitting at a mark 
Tenpins 
Ringtoss 

Attention and Invention : 

Stagecoach 

(Similar games invented, 
such as Boat, Flower, 
Wardrobe, Mythol- 
ogy) 



Here we go round the 

Mulberry Bush 
Did you ever see a 

Lassie 



Alertness : 

Bird, Beast or Fish 
(Many other simple 
games based on this 
idea of classification 
can be invented, such 
as the following) 
Hard or Soft 
Tree, Vine or Plant 
Vegetable or Mineral 
Found or Made 



Six to Nine Years. Period of special interest in 
traditional circle games, running and catching, imita- 
tive action, observation and alertness, dramatic action. 
More complex games are invented, utilizing classifi- 
cation, invention. 



Circle-singing : 
London Bridge 
Round and Round 

Village 
Farmer in the Dell 



the 



Counting-out Games : 
Tag variations : 
Wood Tag, Stone Tag, 
etc. 

Catching Games : 
Pom, Pom, Pull Away 
Hawk and Chickens 
Blind Man's Buff 
Dodging and dare games 



Motor Control : 
Hopscotch 
Cat's Cradle 
Marbles, Jackstones 
Honey Pots 

Handicap races, as 
potato race 

Alertness : 

Going to Jerusalem 
Spin the Platter 
Bird, Beast, or Fish 
Magical Music 
Crambo 
Riddles 



284 



THE MOTHERCRAFT MANUAL 



Sense Games : 
Taste 
Smell 
Touch 

Table Games : 




Hitting at Mark 
Tenpins 
Ringtoss 
Archery 
Volley ball 
Faba Gaba 


Checkers 
Dominoes 




Croquet 
Tennis 


Imitation or Invention : 




Follow the Leader 




Solomon says 


"Thumbs 




up'' 
Hold Fast and Let Go 




Trades 






Charades 







CHAPTER XV 
THE TOY AGE 

" Choose his toys wisely and then leave him alone with them. 
Leave him to the throng of emotional impressions they will call 
into being. Remember that they speak to his feelings when his 
mind is not yet open to reason. The toy at this period is sur- 
rounded with a halo of poetry and mystery, and lays hold of the 
imagination and the heart. 

"When we have restored playthings to their place in education 
— a place which assigns them the principal part in the develop- 
ment of human sympathies — we can later put into the hands of 
children objects whose impressions will reach their minds more 
particularly." _ ^^^ ^^^^^^ ^^^^^^ 

The Toy Age. When the baby first begins to grasp 
objects and stare at them, the toy age begins, that is, 
at about four weeks. It increases rapidly in force 
during the first year, and from two to about ten years 
is in its height. It decUnes with the approach of adoles- 
cence and by twelve is devoted chiefly to apparatus for 
games. It wanes with the decline of imaginative play 
and gives way to the interest in reading and industries. 

Education through Toys. Toys, as the child's 
constant, most intimate companions and most used 
implements during these impressionable years, inevi- 
tably have a marked influence upon his character and 
development. Froebel was the first great modern 
educator to appreciate the significance of a child's 
toys, and to apply himself to the task of selecting and 
inventing those that would best develop his creative 
self-activity, his personality and happiness. The 
blocks or '' gifts '' that he devised are valuable for their 

285 



286 THE MOTHERCRAFT MANUAL 

simplicity, their variety of form, and their purpose of 
giving to the child an increasing number of forms as 
he grows in imaginative and constructive ability. 
Froebel did not appreciate, as modern biology has 
taught us, that the little child is in the stage of funda- 
mental muscle activity, and that the accessory muscles 
(finer muscles, of fingers and eyes) do not develop com- 
pletely for steady use until after six or seven years. 
Froebel, therefore, used the 1-inch cubes, which hy- 
gienists to-day discard for the larger size, — at least 
2-inch for table use and paving-block size for floor use. 

How far are children's expressions of desire for toys, 
as they visit a toy shop, an index to the value of these 
toys, or their permanent interest in them at home? 
Relatively slight. Here again it is necessary to dis- 
tinguish between the child's passing whim and his 
vital interest. Children are momentarily attracted by 
the gorgeous, the vivid-colored, by noise, rhythm, 
motion, the imitation of adult activities. This ex- 
plains their superficial interest, while in a toy shop, in 
the realistic French doll with wonderful clothes and a 
speaking voice, in the mechanical toys, the flimsy 
little nonentities. At home, in the playroom, the 
flimsy nonentities are soon broken and cast away with- 
out more than a ripple of emotion, and the realistic 
French doll languishes alone in her glory, while plain 
Mary Jane receives the daily ministrations of affection 
and comradeship. 

It is these factors of glitter, noise, rhythm, imitation, 
physical activity, combined with the possibilities of 
movement and counter-movement, augmented by the 
attitude and remarks of their elders, who, assuming 
the reasonableness of war, praise military activities, 
that explain the child's interest in military toys. Any 
other toys that have these same qualities will hold the 
child's enthusiasm as well. Engines, trains and their 
crews, fire engines and firemen, steamboats and sailors, 



THE TOY AGE 287 

life-savers, fishermen, policemen, mines and miners, 
steeplejacks, divers, carpenters, painters, farmers, — 
there is a great range of possibiUties. It is true many 
of these are not yet to be had in the toyshops, but they 
will be found there as soon as the demand is sufficient. 
It should be noted, in passing, that the military toys 
have been imported from foreign countries, where war 
has been considered the climax of virtue, and where 
little children, especially in the royal families, were 
systematically imbued with a spirit of military prowess. 
The consequences are written so large that '' the way- 
faring man though a fool cannot err thereby.'' Inter- 
national peace will begin in the nursery, in the training 
in ideals of activity and heroism that are constructive 
and helpful, not destructive. 

In '' A Story of a Sand Pile '\ Doctor G. Stanley 
Hall comments : " It is a striking feature, to which I 
have observed no exception, that the more finished 
and like reality the objects became, the less interest the 
boys had in them. As the tools, houses, etc., acquired 
feature after feature of verisimilitude, the sphere of the 
imagination was restricted, as it is with too finished toys, 
and thus one of the chief charms of play was lost.'' 

Dolls. In a questionnaire-study made by Clark 
University of children's interest in dolls, eliciting re- 
turns from nearly a thousand children, the following 
interests were noted. 

(a) The favorite dolls were simple, even rude, with 
few accessories, curly hair, four to twelve inches 
in size, could be washed and handled in every 
way, taken everywhere. 

(b) Dolls representing children or adults were pre- 
ferred to baby dolls. 

(c) Interest in very small or very large dolls, and 
paper dolls, developed after eight or nine years. 

(d) Boys preferred dolls representing monkeys, ani- 
mals, heroes, dragons, etc. 



288 THE MOTHERCRAFT MANUAL 

Quoting from Doctor HalFs comments on this study : 

The educational value of dolls is enormous. It 
educates the heart and will even more than the intellect, 
and to learn how to control and apply doll-play will 
be to discover a new instrument in education of the 
very highest potency. Every parent and every teacher 
who can deal with individuals at all should study the 
doll habits of each child, now discouraging and re- 
pressing, now stimulating by hint or suggestion. 

Too many accessories lessen the educational value 
of this play in teaching children to put themselves in 
the parents' place, in deepening love of children, and 
of motherhood. Children with French dolls incline to 
practice their little French upon them ; can this tend- 
ency be utilized in teaching a foreign language to 
young children? . . . 

The rudest doll has the great advantage of stimu- 
lating the imagination by giving it more to do than 
does the elaborately finished doll. It can also enter 
more fully into the child's life, because it can be played 
with more freely without danger of being soiled or in- 
jured. With rude dolls, too, the danger both of hy- 
pertrophy and of too great prolongation of the doll 
instinct is diminished. The child's interest is opposed 
to large, elegant French dolls which teach love of dress 
and suggest luxury, and dolls with too many mechanical 
devices, as for winking, walking, speaking, and singing, 
against which the Russian Toy Congress has so strongly 
protested. Rather small and durable dolls, soft enough 
not to hurt, flexible, with two or three colors and not 
more than two or three garments, along with plenty of 
hints regarding clothespins, flowers, and other varied 
material, — something like this seems to be the sugges- 
tion for a first doll, with increasing variation in size, 
material, elaborateness, and number till the doll 
passion vanishes in two dimensions, with innumerable 
paper dolls, towards adolescence. 

That boys are naturally fond of and should play 
with dolls as well as girls, there is abundant indication. 
One boy in a family of girls, or boys who are only 



THE TOY AGE 289 

children, often play with dolls up to seven or eight 
years of age. It is unfortunate that this is considered 
so predominantly a girl's play. Most boys abandon 
it early or never play, partly because it is thought 
girlish by adults as well as by children. Of course, 
boy life is naturally rougher and demands a wider 
range of activities. The danger, too, of making boy 
milliners is of course obvious, but we are convinced 
that, on the whole, more play with girl dolls by boys 
would tend to make them more sympathetic with girls 
as children, if not more tender with their wives and 
with women later. Again, boys as well as girls might 
be encouraged to play with boy dolls more than at 
present, with great advantage to both. Boys, too, 
seem to prefer exceptional dolls, clowns, brownies, 
colored, Eskimo, Japanese, etc. Boys, too, seem fonder 
than girls of monkey and animal dolls, and are often 
very tender of these, when they maltreat dolls in human 
shape. Again, dolls representing heroes of every kind 
and non-existent beings, dragons, and hobgoblins find 
their chief admirers among boys. 

It seems to be about the age of six, three years 
before the culmination of the doll passion, that the 
conflict between fancy and reality becomes clearly 
manifest. Abandonment to the doll illusion and the 
length of the doll period decreases as dolls and their 
accessories become elaborate. With every increase 
of knowledge of anatomy or of the difference between 
living tissue and dead matter, between life and mecha- 
nism, this element of doll play must wane. 

Tests of Good Toys 

Lovable 

Durable in composition and workmanship 

Stimulating to imagination, analysis, invention, 
initiative, activity, workmanship 

Adapted to experimentation, investigation or con- 
structive purposes 

Adapted to the child's stage of development, viz., 
his motor ability, his interests, his mental development 



290 THE MOTHERCRAFT MANUAL 

Sanitary, washable ; without inaccessible corners to 
harbor dirt and germs 

Artistic in form, color, expression ; that is, simple in 
design, harmonious in color, genuine, without either 
sentimentality or thorough realism 

The purpose of toys is not merely to amuse the child 
but to call forth fuller expression of his self -activity. 

Harmful Toys 

Unpardonable Defects 
Physical : 

Dangerous : having sharp edges, corners or points ; 

pins or tacks, small bells, buttons, ornaments, 

that may be pulled off and swallowed 
Unhygienic: not washable; paint or dye that 

runs; made in unsanitary factory; too small 

for child's stage of development 
Inartistic: jangling, harsh, metallic, discordant 

sounds; unsymmetrical, poorly proportioned, 

ugly shapes; unharmonious or harsh colors; 

simpering, ugly, or unwholesome expressions on 

dolls or animals. 
Flimsy in material or workmanship 

Psychological : 

Mechanical, merely amusing the child, making 
him only a spectator instead of providing a 
means for his own creative activity 

Military, demoralizing for the following reasons : 

(a) they cultivate the spirit of destructiveness 
rather than constructiveness ; 

(6) they foster callousness toward the value of 
human life ; 

(c) they give a wholly wrong impression of the 
meaning of war, omitting its destructive social 
and industrial effects, and overemphasizing the 
joy of its enthusiasm and rhythm. 

Over-realistic, super-refined, — especially dolls 




Unhygienic, Inartistic, Anti-social Toys. 




Hygienic, Durable, Constructive, Social Toys. 



THE TOY AGE 291 

Especially to be avoided under six years are toys 
having : 

sharp points, corners, edges ; 

small bells or detachable ornaments; 

paint which easily comes off ; 

flimsy toys easily broken ; 

woolly animals (unless washable and washed) ; 

popguns ; 

fine material, sometimes sold as " Kindergarten ma- 
terial '', e.g., sewing cards, paper mats, straws, 
small beads, sticks, peg boards, crayons, blocks. 

Mechanical Toys. Doctor Hall comments on this: 

Mechanical toys, more than any others, seem to 
have the shortest existence in the hands of bright, active 
children, a fact which suggests that toys so constructed 
as to show principles of motion and elementary phys- 
ical laws, without involving their own destruction, are 
an educational need yet to be supplied. This destruc- 
tive form of curiosity, due to normal development of 
mentally active children, needing guidance, and to be 
furnished with a proper outlet, but not repressed, is 
not to be confused with the careless destruction of toys, 
due to lack of interest, which is unfortunately common 
in children whose interests and powers of appreciation 
have been weakened and dissipated by overloading 
them with toys and diversions until it has bred in them 
an ennui which has sapped their power of attention 
and left them incapable of self -entertainment. Healthy 
children, if allowed to develop under normal conditions, 
find interests and amusements for themselves, and the 
child who has been so reared that he wants to be con- 
stantly amused, and has no keen desires because they 
have been too frequently anticipated, has been de- 
prived of one of the rights of childhood. 

A baby's early motor interests are in the things 
which he himself can do, and disappointed friends and 
relatives have often found their gifts of mechanical 
toys a failure, simply because they have too far antici- 



292 THE MOTHERCRAFT MANUAL 

pated the natural development, and the toy has proved 
either a source of fear or failed to excite special interest. 
In fact, even at a later period, mechanical toys which 
are too complicated in construction or too delicate to 
bear investigation, which are apt to be clumsy, soon 
lose their attractiveness, while something that can be 
taken to pieces and put together by unskilled fingers, so 
that it will '' go again '' may prove of continued in- 
terest. 

And Kate Douglas Wiggin writes : " Every 
thoughtful person knows that the simple, natural 
playthings of the old-fashioned child, which are nothing 
more than pegs on which he hangs his glowing fancies, 
are healthier than our complicated modern mechanisms, 
in which the child has only to press the button and the 
toy does the rest/' 

The Treatment of Toys. The right treatment of 
toys has far-reaching educational values in orderliness, 
thrift, prudence, depth of emotion, generosity, genuine- 
ness. The child who has a small number of durable 
toys that will stand the strain of usage and therefore 
accumulate years of associations and emotions, is 
having an education in genuineness and emotional 
strength, while the child who has a great number of 
flimsy toys that rapidly disappear is being trained in 
superficiality and shallowness. The child whose toys 
are promptly repaired when broken is being trained in 
prudence and orderliness, and still more so when, even 
during his second year, he is responsible for keeping 
them orderly and neat. The child who is surfeited 
with gifts, or who is allowed to spend his pennies prodi- 
gally for cheap jimcracks, is being trained in extrava- 
gance, shortsightedness, and discontent ; while the one 
who is given a reasonable number of gifts and is taught 
to save his pennies and think carefully of worth-while 
toys to buy, is being trained in thriftiness, foresight, 
and satisfaction. 



THE TOY AGE 293 

A Guide to Toys for Children 

First Year. Utilizing hand, forearm, upper arm. 

Sensory and Motor Experience 

1 to 4 months : 
Rod to grasp 

Rubber or celluloid ball or doll 
Semi-sphere of rubber or wood 

4 months : 
Celluloid dumb-bell 

5 months: 
Montessori sand boxes 
Paper to crumple 
Small enamel or tin cup 

6 months: 
Wooden ball 

Mirror, pocket size, in frame 
Spoon 

Leather reins to pull upon, with musical bells 
Rubber balls, each covered with one of primary 
colors (crocheted of cotton or silk) 

8 months: 

Picture book, linen, large, colored pictures 

Small hand bell 

Water toys — fish, swans 

9 months : 

Kitchen utensils in variety of shapes, sizes (no 

sharp edges or points, non-breakable) 
Rolling pin, pie tins, clothespins 
Football 

10 months: 

Hard vegetables and fruits ; potato, apple, squash, 
cucumber, carrots, eggplant (shapes, sizes, colors) 

12 months: 
Japanese gong 
Tube 
Rubber, wooden, or celluloid toys, e.g., doll, dog, cat 



294 THE MOTHERCRAFT MANUAL 

One to Two Years. Large size implements for fore- 
arm, whole arm, trunk ; sensory and motor experience ; 
color, sound, experimentation. 

Wooden mallet, large nails, Kitchen utensils 

and bar of soap Hard fruits and vegetables 

Sand box and stones 2 or 3 dolls ; 2 or 3 toy 
Bucket and spoons, dipper animals (rubber, cellu- 
Variety of balls loid, or wood) 

Football Chair swing 

Wooden blocks 2x4 Stationary ladder, 4 to 6 

inches rungs 

Nests of balls, dolls Rope to pull up weight 

Spools Montessori wooden cyl- 
inders 

Two to Four Years. Utilizing fundamental muscles, 
sensory and motor activities, imagination, construc- 
tion. 

Imaginative Play 

Dolls : Unbreakable, washable, 4 to 12 inches long 

baby and adult dolls; girl and boy dolls 
Doll accessories : Pev/ter or enamel dishes, cooking 

utensils, stove 
Laundry equipment, especially tub and fiatiron; 

broom 
Doll cradle 
Doirs house 
Noah's Ark: Dogs, horses, cats, bears, in rubber, 

celluloid, wood 
Jack-in-box 
Nested balls, dolls 

Outdoor, Active 

Wheelbarrow, wagon 

Train of cars, boat 

Velocipede 

Fire engine 

Horse reins 

Garden tools ; pail and shovel 



THE TOY AGE 295 

Balls : Football, large rubber with pictures ; wooden ; 

small rubber with spectrum colors 
Tenpins 
Rubber balloons 

Constructive 

Blocks ; large size, as paving blocks, in hard wood, 
utilizing trunk and arms, for floor use; 2-inch 
cubes and half-cubes for table use ; cut exactly to 
inch measures, if possible; range of sizes for 
towers ; interlocking blocks 

Montessori tower and stair 

Carpentry tools ; real tools in child's size 

Sand, modeling clay, paints, large size crayola; 
blackboard or large sheets Manila paper (2x3 
feet) 

Large wooden beads, pegboard 

Sliced animals, birds 

Soap bubble apparatus 

Sticks in } and J inch diameters, assorted lengths, 
4 to 36 inch ; plain, or dyed in primary colors 

Color bobbins, spools, blocks 

Quart and pint measures 

Sand forms 

Clothespins, boxes, spools 

Stones, leaves, twigs, acorn cups 

Zinc sand box ; can be purchased ; or a box may be 
made, having boards free from splinters, or planed 
smooth, lined with zinc (leaving no rough edges or 
corners), or made waterproof with several coats 
of cheap varnish. 

Toy bank 

Musical toys : 
Triangle, tubephone, musical bells, drum, trumpet, 
horn (with care for mouth hygiene) ; toy musi- 
cal notes and bars for later months 

Four to Six Years. Fundamental muscles. Imag- 
ination, construction, measuring; experimenting with 
mechanical principles, simple chemistry, electricity ; 
making toys. 



296 THE MOTHERCRAFT MANUAL 

Imaginative Play 

Dolls (for both girls and boys) 

Unbreakable, washable 

Representing children of different races, countries 
Doll accessories : 

Carriage, trunk 
Doll houses more complete 
Stove and cooking utensils more ample 
Laundry equipment that can be used 
Indian suits (fireproof) 
Punch and Judy 
Toy theater 
Kaleidoscope; magnets 

Musical 

Continue those of previous period 
Wind harp, bugle or flute, tambourine, musical 
bells and glasses, toy piano 

Outdoor, Active 

Continue those of previous period 

Garden tools, usable 

Watering can, trowel 

Tenpins, top, hoop, ringtoss 

Balls (add bouncing ball, volley ball) 

Constructive 

Continue those of previous period 

Blocks as previous period; add round, triangular, 

cylindrical ; variety of geometric shapes 
Stone mosaics (1 to 2-inch size) for parquetry 
Picture puzzles 
Paint book, drawing paper 
Blunt scissors 
Paste 

Foot rule, yardstick 
Gill, gallon, peck, bushel measures 
Counter or small spring scales, weighing accurately 



THE TOY AGE 297 

Thermometer 

Meccano, interlocking blocks 

Apparatus for constructing toy telephones, signals, 
motor toys 

Six to Nine Years. Accessory muscles utilized. 
Imagination, imitation, construction, measuring, in- 
dustrial play, making many toys. 

Imaginative Play 

Dolls (add china, bisque, paper) 

Dolls representing other nationalities, historic or 

literary characters ; stunt dolls 
Doll accessories, both smaller and larger sizes; 

china dishes 
Dominoes, checkers 
Toy store 
Toy theater 
Toy money, stamps 

Musical 

Whistles, bugle, flute, mouth harp (care for mouth 

hygiene) 
Autoharp or zither, toy piano (musical quality); 

violin or cello 
Toy notes and bars ; music note blocks 

Outdoor, Active 

Balls (add volley, hand, medicine, football, rubber 

bouncing) 
Baseball and bat 
Marbles, jackstones, tops 
Kites, bow and arrows, battledore, grace hoops, 

jumping rope 
Skates (both feet), stilts 
Croquet, tennis racket, punching bag 
Substantial wagon, trains, garden tools 



298 THE MOTHERCRAFT MANUAL 

Constructive 

Blocks: Anchor, 1-inch sizes; dominoes, checkers 
Knife, modehng clay, sand, paints, paint book, small 

Crayola 
Weaving frame ; small beads, raffia, reed 
Scrap pictures ; straws, pasteboard parquetry 
Stencil blocks 

Apparatus for making toys, as in previous period 
Camera 
Radiopticon 
Stereoscope 
Clock that can be taken apart 



CHAPTER XVI 
STORY-TELLING 

Value of the Story. Story-telling is the true peda- 
gogical method of instruction, and to some extent of 
education, in early childhood. The story has many 
values, spiritual and intellectual. The wise teacher 
will use it to (1) entertain, (2) enlarge the experience 
by giving pictures of other children, homes, lands, 
social and geographic situations which no one child 
could experience, (3) acquaint the child with world 
characters and literature, (4) increase the vocabulary 
and the use of language, (5) cultivate imagination and 
concentration, (6) portray the effects of wisdom or 
foolishness, (7) present ideals of life, (8) give inspira- 
tion, courage, faith, sympathy. 

What to Choose. Stories should be selected that 
will give the greatest number of these values, and that 
are suited to the stage of development of the chil- 
dren to whom they are told. In this age of cheap 
printing and authorship, the mediocre is always at 
hand, and the most valuable must be searched for as 
precious jewels. Life is so brief that there is not time 
even for all of the best. 

The best story must first be true, not necessarily 
in a realistic sense of having actually happened to a 
certain individual in a historical time and geographi- 
cal location, but it must be true in expressing the eter- 
nal verities, the principles that govern the universe. 
This rules out the tale in which error or vice succeed, 
or in which brute strength conquers spiritual strength. 

299 



300 THE MOTHERCRAFT MANUAL 

In the *' true '' myth, fairy tale, or allegory, Right 
eventually triumphs as it actually does in the universe, 
although possibly long delayed ; wrong is punished ; 
error and ignorance bring their unhappy consequences ; 
wisdom and skill conquer circumstances; and the 
forces of the universe (whether presented as natural 
forces or as gods, fairies, or Providence) assist those 
who strive for righteousness and to assist their fellows. 

It must next be vital. No less vicious and under- 
mining than the untrue story is the weak, sentimental, 
mawkish, dull, or mediocre tale. In the reaction 
against such, and for want of a guide, children of 
reading age resort to sensational, flamboyant, lurid 
tales found on any cheap stationer's counters and even 
in respectable editions in these days. Other children 
unfortunately take to such pabulum temperamentally. 

It must also be positive, not negative. Moreover, 
the grewsome, harrowing story, the hypocritical, the 
morbid, are equally a crime against childhood. 

The story must be of interest to the children. It 
must, therefore, have action, dramatic quality, and 
for children under six, repetition, humor of situation, 
fun, brevity, rhythm. 

How to Tell Stories. For the person who '' cannot 
tell a story'' as for the person who ''cannot swim", 
there is one essential : forget yourself and plunge in, 
and practice until you have gained confidence. 

1. Tell something in which you and the children 
are interested, and keep at it repeatedly until 
you feel at ease. 

2. Recall stories that interested you at that age. 

3. Tell stories the children themselves ask for, 
refreshing your memory by reading up a stand- 
ard version, or by asking the children to tell 
it to you. 

4. Study Mother Goose, .Esop, and Bible stories 
as models of -the best story-telling. 



STORY-TELLING 301 

5. Live the story as you tell it — see it as pictures 
in your own mind. Tell it so vividly that the 
children can play it out afterwards. 

6. Use direct speech in telling conversation. 

7. Make your pictures vivid by a few descriptive 
words, especially of colors and sounds; increase 
your vocabulary of adjectives. 

8. Beware of making it too long, especially for very 
little people. 

9. Use perhaps a very few natural gestures, but 
do not try to act it out. Children have not the 
mental ability to hear narrative and see action 
at the same time. 

10. Children love the same story repeated, and they 
want it told the same way, in order to see the same 
pictures; therefore have your story clear in 
your mind the first time you tell it. 

11. If you are telling a classic or standard story, 
respect it as it is, just as honestly as you would 
an historic or scientific fact. If you do not 
wish to tell it that way, don't tell it at all, but 
don't tinker it. 

12. Do not try to memorize a story, except possibly 
the conversations. 

13. If a story is clearly told, the child will usually 
absorb and discern the ethical principle involved, 
without any necessity on your part to ob- 
trusively ''point the moral.'' Sometimes a 
child will draw an erroneous or unexpected infer- 
ence because his judgment is yet immature or 
his ethical experience is elemxcntary or perverted. 
Under such a condition, try to tell another story 
that will concretely clear his thought. 

When you are able to tell a story spontaneously, 
joyfully, forgetting yourself, losing yourself in the 
story and in the children's interest, you will be ready 
to study story-telling as a science and an art, and you 
will have learned by your experience some of the fun- 
damental principles of the art. 



302 THE MOTHERCRAFT MANUAL 

The first requisite, however, is spontaneity, natural- 
ness, self-confidence. To attempt to study method 
before attaining this quality is to incur the danger of 
substituting '' finish '' for vitality. 

Times and Occasions. For effective story-telling 
choose the time when the child can give attention, and 
when the environm.ent is without disturbing influences 
of noise, sights, other interests, interruptions. There 
are occasions, however, when the child is restless, tired, 
irritable, when a story that has much of rhythm and 
repetition will soothe him. 

It is certainly unwise to try to secure his concentra- 
tion when he is hungry, or eager for active exercise. 
Bedtime stories usually should be told before the child 
is undressed, and should be of a quiet, sedative kind, 
that the child may not be kept awake either through 
excitement, or thinking on vivid pictures. 

Let the child have opportunity to absorb it into his 
soul. Therefore wait for the child, in his own time, 
to give it back, either by telling it, dramatizing, paint- 
ing, drawing, cutting, modeling. This will foster the 
child's initiative. When the child himself asks '' What 
shall I do '' is time enough to suggest directly such 
reproduction. Meantime, as a means of suggestion, 
it is valuable thus to illustrate a story yourself some 
time after it is told — immxcdiately or some hours or 
days later. When the child is ready, he will imitate 
and ask to do it also, but his response should be spon- 
taneous on his part, and of his own initiative. 

Selection of Stories. Story-telling naturally begins 
in the latter part of the first year, with simple finger 
plays, and the cadence of Mother Goose. Here 
belong '' This Little V\g'\ '' Open the Door'', " Ride a 
Cock Horse", and other simple rhythmic nursery 
rhjmies. 

In the second and third year, more of the simple 
finger plays, such as '' Here's a Ball for Baby", and 



STORY-TELLING 303 

the Mother Goose rhymes that have much repetition, 
can be used. During this stage the child loves little 
anecdotes about babies, dogs, cats, mother, father. 
In the '' tell it again '' stage from two to six the child 
enjoys following a sequence of incidents and seeing the 
pictures. 

It is in the fourth or fifth year that his imagination 
and store of mental pictures is sufficiently developed 
so that he can make up stories of his own, and now his 
imagination is not yet limited by an appreciation of 
realities. This is the stage when fairy tales and myths 
begin. Interest in nonsense syllables, long words, 
rhyme, absurdity of statement, humorous situations, 
is now ripening. 

In the fifth and sixth year he is ready for fables, 
and other animal tales such as those of the Jungle 
Books, for stories of primitive life, for Hiawatha told 
in Longfellow's original version. 

In the sixth and seventh year his horizon is widening 
beyond his own immediate home and times. He is 
ready for little stories about children or grown-ups 
of other countries and times, for historical incidents, 
great adventures. Children can now begin to follow 
the continued story, and this is excellent training in 
concentration ; or they can be told the beginnings of a 
story, and the situation left as a problem for their own 
imagination to work upon. 

The stories that the child himself tells are always a 
clue both to his interest and his mental development. 
The story he can tell will represent a simpler stage in 
development than the story he can appreciate and 
absorb. 

Where to Find Stories. Mother Goose is the true 
classic of the nursery. It must be wisely selected, 
however, for children. There is much that is crude, 
and rude, as in all folk tales, and this should be culled 
out. 



304 THE MOTHERCRAFT MANUAL 

Fairy tales and fables also need to be carefully 
selected. Andersen's are ideal, allegorical, true. 
Grimm's and Abbott's are collections of German and 
English folklore. They, too, need careful selection. 
Many of them reflect the undemocratic conditions of 
an older form of government — the cruelty of the 
autocrat, the superficial superiority of wealth and 
station, the resentment of the oppressed. Felix 
Adler points out that ^sop's Fables reflect this 
resentment of the oppressed against the oppressor, 
and the trickery of the former to match the power 
of the latter. 

The great world myths, both of the Greeks and the 
Anglo-Saxons, should become the early heritage of 
every child. Simple incidents from the Iliad and 
Odyssey, from Greek and Norse mythology, from 
the Siegfried stories, Beowulf, the legends of King 
Arthur, can be told during the fifth and sixth year, 
thus giving a first speaking acquaintance with these 
epics. 

The following list is suggestive of types adapted to 
each age ; it does not attempt to be exhaustive. There 
is so much of the classic and permanently good, far 
more than any one child could possibly absorb, that 
it is a double loss to the child if he is given the trashy 
and mediocre. The ambitious parent needs to take 
care that the child has time to think over, feel vividly, 
see clearly, the tales he is told, and that too much is 
not given in one year. 

A Guide to Stories and Poetry 

Six Months to Two Years. Rhythm, repetition, 
simple word-pictures of familiar objects or experi- 
ences ; nonsense syllables. 

Six Months to One Year. Chanting or singing 
nursery rhymes. Reading of great rhythmic 
poetry for sake of rhythm and feeling. 



STORY-TELLING 



305 



One to Two Years 



Mother Goose : 

Ride a Cock Horse 

Jack and Jill 

Humpty Dumpty 

Hey Diddle Diddle 

Baby Bunting 

Rock-a-bye, Baby 
Poems and Songs : 

Sleep, Baby, Sleep 

What does Little Birdie Say 

Wee Willie Winkie (Brewer) 

Hush, my Dear (Watts) 



Stories : 

Simple incidents of children, 
animals, birds 
Folk Tales : 

Three Bears 

Old Woman and Her Pig 



Two to Three Years 



Mother Goose : 
Little Boy Blue 
Little Bo-peep 
Little Tom Tucker 
Little Miss Muffet 
Pease Porridge Hot 
Hickory, Dickory, Dock 
Old Mother Hubbard 
Cock Robin 

Poetry : 

Little Drops of Water 
I Love Little Pussy 
I Saw a Ship A-Sailing 
Lady Moon (Houghton) 
Friendly Cow (Stevenson) 
Little Lamb, Who Made 
Thee (Blake) 

Three to 

Mother Goose : 
Song of Sixpence 
Lucy Locket 
Old King Cole 
Simple Simon 

There Was a Crooked Man 
If All the World Were Paper 
The Man in the Moon 
Three Little Kittens 



Folk and Fairy Tales : 

Three Little Pigs 

Henny Penny 

Goody Two Shoes 

Slovenly Peter 

Elves and Shoemaker 

Babes in the Woods 
Greek Myths : 

Apollo and his Sheep 

Mercury 
Norse Myths : 

Thor and his Chariot 

Frey and her Weaving 
Bible Stories : 

Moses in Bulrushes 

Christ Child in Manger 

Four Years 

Poetry : 

Twinkle, Twinkle, Little Star 
My Shadow (Stevenson) 
The Baby (MacDonald) 
Spring (Nash) 
Owl and Pussy Cat (Lear) 
The Jabberwocky (Dodgson) 
Pied Piper (Browning) 
How the Waters Come Down 
at Lodore (Southey) 



306 



THE MOTHERCRAFT MANUAL 



Folk and Fairy Tales : 

Tom Thumb 

Sleeping Beauty 

Jack and Beanstalk 

Diamonds and Toads 

Rose Red and Snow White 

Jungle Books 
Greek Myths : 

Arachne 

Latona and Frogs 

King Midas 

Narcissus 

Phaeton 



Norse Myths : 

Thor and his Glove 

Thor and his Hammer 

Thor at Jotenheim 
Bible Stories : 

Jesus blessing little children 

Jesus healing Jairus' daughter 

Garden of Eden 

The Flood and the Ark 

David and his Harp 

Daniel 

Elijah and Ravens 



Four to Six Years 



Mother Goose : 
One, Two, Buckle My Shoe 
As I Was Going to St. 

Ives 
When Good King Arthur 

Ruled this Land 
Where Are You Going, My 
Pretty Maid 
Poetry : 

Which Way Does the Wind 

Blow? 
Robin Redbreast (Allingham) 
The Fairies (Allingham) 
Laughing Song (Blake) 
The Year's at the Spring 

(Browning) 
Ariel's Song (Shakespeare) 
Come, Follow, Follow (Shake- 
speare) 
Lullaby for Titania (Shake- 
speare) 
Answer to Child's Question 

(Coleridge) 
Nonsense Songs (Lear) 
Love Songs of Childhood 

(Field) 
Book of Joyous Children 

(Riley) 
Child's Garden of Verses 
(Stevenson) 



Hiawatha (Longfellow) 
America 
Biography, History and Travel : 
Robinson Crusoe 
Columbus' Voyages 
Mayflower and Pilgrims 
Paul Revere 

John Smith and Pocahontas 
Betsy Ross and the flag 
Stories from childhood of 

Benjamin Franklin 

Abraham Lincoln 

Edison 

Mozart 
Norse Myths : 
Journey of Thor 
Finding of the Hammer 
Loki's Tricks 
Youth of Siegfried 
Folk and Fairy Tales : 
Dick Whittington 
Ugly Duckling 
Discontented Fir Tree 
Epaminondas 
Thumbelina 
Beauty and Beast 
Gulliver's Travels 
Just So Stories 
Uncle Remus 
King of Golden River 



STORY-TELLING 



307 



Fables : 

Dog in Manger 

Lion and Mouse 

Hare and Tortoise 

Bundle of Sticks 

Ant and Grasshopper 

Sun and Wind 

Boy who cried " Wolf " 
Greek Myths : 

Ceres and Persephone 

Philemon and Baucis 

Orpheus and Eurydice 

lo and the Gadfly 

Pygmalion and Galatea 

Ulysses 

Callisto and Areas 

The Wooden Horse 

Jason and the Golden Fleece 

Vulcan 



Bible Stories : 

Creation Story 

Child Samuel 

Joseph and his Brethren 

Children of Israel in Egypt 

The Passover 

Journey to the Promised 
Land 

David and Goliath 

Samson 

Ruth 

The Boy Jesus 

Jesus feeding the Multitude 

The Resurrection 
Juveniles : 

The Goops 

Alice in Wonderland 

Through a Looking Glass 

Rip Van Winkle 



Six to Nine Years 



Poetry : 

Piccola (Thaxter) 

The Sandpiper (Thaxter) 

Song of Spring (Hemans) 

Pilgrim Fathers " 

Bugle Song (Tennyson) 

Sweet and Low " 

The Brook 

We are Seven (Wordsworth) 

The Daffodils 

My Heart Leaps Up (Words- 
worth) 

The Cloud (Shelley) 

Ode to Skylark " 

The Children's Hour (Long- 
fellow) 

Village Blacksmith (Long- 
fellow) 

Psalm of Life (Longfellow) 

Building of Ship 

Evangeline ** 

Tales of Wayside Inn (Long- 
fellow) 



A Morning Song (Heywood) 

Hark! Hark! the Lark (Shake- 
speare) 

Indian Summer (Whittier) 

Barefoot Boy 

For a' That' (Burns) 

Highland Mary (Burns) 

Annie Laurie 

Wind and Moon (Mac- 
donald) 

Old Oaken Bucket (Wood- 
worth) 

Robert of Lincoln (Bryant) 

Vision of Sir Launfal (Lowell) 

Lochinvar (Scott) 

Midsummer Night's Dream 
(Shakespeare) 
Folk and Fairy Tales : 

Andersen's Fairy Tales 

Jataka Tales 

At Back of North Wind 
(Macdonald) 

Arabian Nights 



308 



THE MOTHERCRAFT MANUAL 



Greek Myths : 

Labors of Hercules 

Laocoon 

The Odyssey- 
Tales from Ovid 
Norse Myths : 

Sigurd the Volsung (Morris) 
Classic Tales : (selections) 

Canterbury Tales 

Fairie Queene 

Tales from Shakespeare 

Pilgrim's Progress 
Legends : 

Beowulf 

King Arthur 

Robin Hood 

American Indian Legends 
Bible Stories : 

Life of Jesus, including Cru- 
cifixion 

Abraham 

Jacob 

Joseph 

Moses 

Joshua 

David 

Solomon 

Daniel 

Esther 

Elijah 

Paul 



Biography, History, Travel, 

Science : 
Local pioneer history 
Pilgrim Fathers 
William Penn • 
Washington 
Lincoln 
Significant historic tales from 

England 

Vikings 

Pharaohs 

Greek 

Roman 
Incidents from life of 

Homer 

Copernicus 

Galileo 

Caxton 

Eli Whitney 

Longfellow 

Whittier 

Harriet Beecher Stowe 
Swiss Family Robinson 
Darwin's Voyage of Beagle 
The Snow Baby (Peary) 
Juveniles: 

Pinocchio (Collodi) 
Hans Brinker (Dodge) 
Birds' Christmas Carol 

(Wiggin) 
Mrs. Wiggs (Rice) 
Five Little Peppers (Sidney) 



CHAPTER XVII 

SCIENCE AND HISTORY 

" True human wisdom has for its bedrock an intimate knowledge 
of the immediate environment and trained capacity for dealing with 
it. The quality of mind thus engendered is simple and clear- 
sighted, formed by having to do with uncompromising realities 
and hence adapted to future situations. It is firm, sensitive and 
sure of itself." 

— John Dewey. 

" No book or map is a substitute for personal experience ; they 
cannot take the place of the actual journey." 

— Ibid. 

" The destiny of nations lies far more in the hands of women 
— the mothers — than in the hands of rulers." 

— F. Froebel. 

Cultivating a Scientific Mind. Science is concerned 
with causes and effects, laws and principles of action, 
systematic classification of facts, exact knowledge of 
facts. A scientific habit of mind is developed in the 
little child by encouraging curiosity, exploration, exper- 
imenting, collecting, questioning; by consistent pa- 
rental action and discipline, honesty and sincerity in 
statements, the answering of questions so as to provoke 
further thought. 

Usually a child needs little stimulus to interest in 
natural science. Everything in the world is new 
to him. The baby is interested in every object he 
can touch, in shining or moving objects. The toddler 
is interested in moving things, especially animals, 
trains, clocks ; in sticks, stones, and leaves because he 

309 



310 THE MOTHERCRAFT MANUAL 

can use them. The little child from three to six is 
interested in sun, moon, and stars, in day and darkness, 
in rain, snow, wind, in flowers and trees, as well as in 
animals and birds. Natural, spontaneous questions 
regarding the biological origin and development of 
life are asked between three and eight, and this is the 
period especially recommended for teaching the child 
of the mother's part in his prenatal care, and the value 
of the father's share, and thereby fostering his whole- 
some attitude of gratitude, and his respect for all 
motherhood and faitherhood. At four or five, rivers, 
lakes, hills, valleys, the time of day, attract his atten- 
tion. Processes of mechanics, filling and emptying, 
pouring, pulleys, wheels, are matters of keen interest 
from early in his second year. 

There is an early stage when he asks "What?" 
meaning what is its name. Later comes the " Why? '' 
which is a search for physical causes and reasons, and 
also for philosophical reasons. 

Learning the Fundamental Facts. The teacher of 
the very little child must first know what are the fun- 
damental facts in science. Too often the traditional 
school training has given an intensive acquaintance 
with one or two sciences, so detailed that the funda- 
amental foundations are obscured. The teacher of 
the very little child needs, instead, a comprehensive 
knowledge of many sciences, in their broad basic out- 
lines, — especially physics, chemistry, nature-study, 
biology, physical geography, geology, astronomy, in- 
dustrial geography and industrial processes, the story 
of primitive life and industries. 

Nature Study That is Worth While. Moreover, her 
knowledge should not be purely impersonal; it must 
be human, poetic, related to industry and religion. 
The sense of wonder and of nurture is strong in the 
little child. He is more interested in feeding and 
caring for his rabbits or goldfish or flowers than in 



SCIENCE AND HISTORY 311 

analyzing them, or describing their form or color ; the 
latter are merely incidental in his interest, and they 
should be in his teaching. On the other hand, his 
knowledge of form, color, and such abstract qualities 
may well come quite naturally and incidentally through 
nature-study and handwork rather than through spe- 
cial apparatus, separated from real objects and life. 

Geography. This comes naturally through his per- 
sonal experiences. Maps, diagrams, globes, are complex 
and abstract and symbolic; they belong somewhere 
after six years, with most children not before nine 
years. The child must have arrived at the stage 
when he can think in terms of symbols, before he can 
really interpret them. It will do no harm to have a 
globe where he may see it, but it would be a fallacy 
to consider that he can really interpret it, and a mis- 
take to attempt using it until he has grasped the idea 
of the bigness of the earth on which he lives. Maps 
will not be interpretable until later. He may point 
to places on the map, but without appreciation of their 
meaning. Somewhere between six and ten years of 
age he may begin making a '' map '' of the imaginary 
country he has built in the sand box, with rivers, 
lakes, cities; or of the room, locating the articles of 
furniture ; or of the street, locating the houses, side- 
walks, telegraph poles, first drawing freehand, and 
when more advanced, drawing to scale. At three or 
four years, with his sand pile, he can reproduce forms 
he has seen — hills, valleys, rivers, lakes. He will 
want to use real water for rivers. It is well to let him 
experiment with this until he is dissatisfied because of 
its disappearance, and then look for play substitutes, 
— gray, blue, or green yarn, paper or cloth, mica. 
It is more important that it should be representative 
to him than to his elders. 

Real geography comes through seeing places and 
people. The little child under five or six belongs natu- 



312 THE MOTHERCRAFT MANUAL 

rally in the country, where he has the opportunity for 
acquaintance with physical geography in many forms. 
Great variety of natural objects and experiences 
should be provided. On the other hand, intensive 
acquaintance with only a few people or nationalities is 
better. After four or five years of age, he is able to 
stand the excitement of traveling, and the risk of dust 
and crowds, and he is ready to profit by seeing other 
people, cities, customs, ways of traveling, industries. 
The least journey to a new environment is valuable, 
to enlarge his perspective and his sympathies. Even 
at three or four he likes to see pictures of other children 
in other countries, and how they live, — their houses, 
clothes, food, toys, pets. Especially is he attracted 
by stories of primitive, outdoor life. The story of 
Hiawatha, in Longfellow's original, is well adapted 
to the sixth year, and some children love it and enjoy 
it earlier. 

Dolls may be dressed to represent children of differ- 
ent lands. The sand box may be used to represent 
tropical, arctic, mountainous, agricultural, fishing, 
mining countries and scenes. Scrapbooks can be 
made for each country, with pictures from magazines, 
railroad or steamship folders, post cards. Foreign 
magazines may be obtained, in the east, through 
Brentano's (New York). Correspondence could easily 
be arranged with a child in some foreign country if 
not through personal acquaintances, at least through 
some foreign school, mission, society, or consul. Early 
acquaintance with the children of other countries cul- 
tivates a feeling of sympathy that is the foundation 
of world fellowship and international peace. If there 
is opportunity to learn a few colloquial sentences in 
some of these languages, this will still further deepen 
the child's sympathy. After six years, when his 
interest in collecting is strong, foreign stamps, flags, 
emblems, flowers, pictures, will be as keenly interest- 



SCIENCE AND HISTORY 313 

ing to him as cigar labels or other inconsequential but 
glittering objects. 

Industries. Let him see as many as possible of 
the forms of industry, especially the primitive simple 
forms, such as gardening, farming, care of animals, 
horse-shoeing, baking, sewing. He should go often 
to the grocery store (not during the busy hours) to 
see the different kinds of foods. Better yet, he should 
see some of these vegetables and fruits growing, the 
wheat and corn standing in the fields. He should 
see the ploughing, planting, weeding, harvesting; the 
feeding and the milking of the cow; the hauling and 
preparation of fuels. Little comment is necessary 
beyond remarking how everything that we eat or wear 
has come to us because other people have worked hard 
to make it grov/, or to bring it or prepare it for us, and 
therefore we owe our thanks to all who have worked 
for our comfort. Thus from his own experience he 
may know and appreciate the postman who brings 
the letters, the fireman who hurries to put out the fire, 
the policeman who helps us across the crowded street 
and watches night and day to keep us protected from 
harm and danger, the street-sweeper and sprinkler 
who keep the streets clean, the man who brings the 
coal or wood or groceries, the street-car conductor and 
motorman, the engineer and fireman on the train that 
takes us about the country or brings the freight. 

Through gratitude for the hard work that others do 
for him he will also learn to respect all labor, even though 
it does cause dirty hands and faces and clothes, and he 
will naturally infer that it is his duty to do his share 
and to work also for others. 

History. Children, like savages, are historically near- 
sighted ; they have not yet the experience to appreciate 
historic time ; every event is located near the present, 
and their interest in history is more or less fictitious 
and artificial. This is the period for the great myths, 



314 THE MOTHERCRAFT MANUAL 

for imagination now exceeds experience, and any ad- 
venture is credible. 

There comes a time, about six years of age, when chil- 
dren begin to ask for a '' true '' story, meaning a real- 
istic story, historically true. Then is the opportunity 
to recount the experiences of mothers and children, as 
well as of brothers and fathers, in other times. Nor 
need these be limited to his own country or m^odern 
times. " Once upon a time '' or '' A long, long time 
ago '' is somewhere back in a vague sometime ; yes- 
terday or a million years ago are not yet spaced in his 
mind. This sense of time-duration may be developed 
by calling attention to it in his experience, for the two- 
year-old, day and night ; in the fourth year, morning 
and afternoon, yesterday, to-day and tomorrow, sea- 
sons ; in the fifth year, the days of the week and the 
months of the year will begin to have significance and 
sequence ; in the sixth year, '' last Christmas'', " next 
Fourth of July ", the date of this year, and the marking 
of duration, under various circumstances, of a minute, 
an hour, a day. 

Of course, the little child will not be able to dis- 
tinguish between different nations or races of the past ; 
it is all one to him. This fact is easily overlooked by 
the eager teacher, who has so long since classified 
historic data in her own mind. This historical appre- 
ciation does not develop until the early teens. 

For these reasons, it is good pedagogy to let the 
first historical stories be of the country in which the 
child lives. Historic sequence in the telling of these 
anecdotes is of slight importance. 

Since so much of written history has hitherto been 
military and political, it is easy to fall into the error 
of telling stories of military experiences, especially 
wars and battles. In the light of modern develop- 
ments, the superficialness and, for the child, the mis- 
leading effect of the usual military story should be clearly 






SCIENCE AND HISTORY 315 



evident. It should not be made the ideal, nor a sub- 
stitute for the adventure, courage, heroism, which the 
child craves and admires. The teacher's responsibility 
is to find historic tales of those who served their fellow- 
men by constructive bravery and venture, — life-saving, 
exploring, inventing. Even a simple, homely incident 
in the life of a noteworthy historical character will be 
an introduction to deeper acquaintance later. In 
American history, Columbus, the Pilgrims, William 
Penn, Benjamin Franklin, Betsy Ross, Eli Whitney, 
Edison, are a few examples. Stories from English his- 
tory easily relate themselves to the little child's vision. 
The childhood of noteworthy men and women furnishes 
many stories for this age period. 

The teacher needs to beware of the fallacy of reading 
to children or telling to them things which they can 
learn through their own experience, experimenting, 
or observation. Many informational books of this 
kind are at hand, both in science and history. The 
temptation often is strong, especially for the teacher 
who is eager that the child shall learn much, and who 
has not clearly distinguished between mere erudition, 
encyclopedic accumulation of facts and, on the other 
hand, the vital, living experiences of life, with the grow- 
ing power to observe, interpret, and enjoy for one's 
self. The latter is dynamic, the way of wisdom. 

Where museums or historical collections are avail- 
able, there is a great educational opportunity, although 
much of the material is dead and unrelated to its 
natural situation. 

Mathematics. The elements of arithmetic and 
geometry have but a slight place in the life or interest 
of the little child. At five or six he may begin to count 
objects, but his capacity is limited. The mere memoriz- 
ing of numbers, as a series of words, is of no more 
mathematical significance than a nonsense jingle, and 
is not to be encouraged until, through his interest in 



316 THE MOTHERCRAFT MANUAL 

counting, the child has an appreciation of the concrete 
meaning of numbers, at least to the range of ten or 
twelve. Measuring, using the actual standard meas- 
ures of foot, yard, pound, pint, quart, gallon, dozen, 
is usually of interest at six or seven years. Interest 
in geometric forms is naturally slight, and even this 
is doubtless an aesthetic, not a mathematical, interest. 
Teaching of geometric form is easily overdone. 

Reading and Writing. These have no place, bio- 
logically, before six years, and some psychologists say 
they belong psychologically after eight years, in the 
period of interest in symbols, abstractions, and rote 
learning. It is known that normal children who enter 
school at nine years usually finish the grades with 
those of their own age who started three years earlier. 
It is evident that with a natural outdoor environment, 
the child will acquire a better physique, a larger ac- 
quaintance with realities, and a richer development of 
invention, initiative, self-expression, than he does in the 
schoolroom. The ancient Greeks taught only games, 
dancing, and music to children under nine. Doctor 
G. Stanley Hall, Professor Lightner Witmer, Professor 
Arthur Holmes, Professor Clifton E. Hodge are among 
the authorities advising such late introduction to the 
use of abstract symbols. What can be done educa- 
tionally in that period from six to nine years, without 
teaching the three R's, has been amply demonstrated 
by Mrs. Marietta Johnson in her school at Fairhope, 
Alabama, and at The Little School in the Woods at 
Greenwich, Connecticut. 



CHAPTER XVIII 
HANDWORK 

" No line of culture is complete until it issues in motor habits 
and makes a well-knit soul texture that admits concentration 
series in many directions and that can bring all its resources to 
bear on any point. 

" Fully assimilated knowledge that becomes a part of life is 
strength — but that which is undigested and not transformed 
into carrying power, but is a burden to be carried in memory, is 
an added cause of tension and fatigue." 

— G. Stanley Hall. 

Three fundamental principles are to be noted : 

1. All is grist that comes to the mill of the hand- 
worker. 

2. The one element that will transform any object 
or combination of objects into a created product is 
imagination. 

3. The purpose in the children's handwork is not 
the production of finished products, but creative self- 
activity, invention, self-reliance, the making of things 
to use, the utilizing of materials found in the environ- 
ment, the putting of ideas into concrete form, the 
acquisition of dexterity with the hands, the develop- 
ment of brain centers through use of the hands. 

The nursery, playroom or yard should have a corner 
for tools and materials adapted to the muscles of small 
hands and arms. A workbench of a height adapted to 
the child at each stage of his development, can be 
purchased at the large hardware stores, or can be made 
from a heavy packing box. Tools should be kept in 
good condition, and materials neatly shelved. The 

317 



318 THE MOTHERCRAFT MANUAL 

child at two years can begin to keep his workshop in 
good order. 

Forms of handwork. The suggested hst begins with 
the simpler forms and continues to the more difficult, 
in each group. 

Painting: using a house-painter's brush for real or 
imaginary (with water) painting ; freehand painting 
of pictures ; painting in of large, simple drawings, - 
made with heavy line Bl 

Drawing: freehand drawing of known or imagined 
objects ; illustrating stories ; copying simple borders 
or geometric designs ; creating borders, patterns for 
wall paper, or other decoration 

Paper tearing : simple circles, household utensils, tools, 
animals, trees, dolls 

Paper cutting: as in paper tearing, when child can 
easily handle blunt-pointed scissors (about five 
years) ; cutting out pictures with heavy outline 
(not under five years) 

Modeling: moldings and forms, learning to manip- 
ulate soft material; making beads, nests, dishes, 
furniture, dolls, animals 

Carpentry: hammering, sawing, planing; making 
simple dolls' tables, chairs, furniture ; making dolls' 
houses, children's furniture, wagons, toys 

Tools. 

Hammer, light weight Vise 

Wooden mallet Gimlet 

Small size, sharp saw Screwdriver 

Coping saw File 

Small size, sharp plane Small, blunt scissors 

House-painter's brush Weaving frame 

Materials. Whatever the habitat and environment 
provides. 

The country child is the more blessed of the gods, for 
he has 



HANDWORK 



319 



Twigs, branches 
Corncobs, silk 
Acorn cups 



Straw, hay 
Milkweed pods 



The city child can more readily find 



Spools 
Pasteboard boxes 



Wooden boxes 
Wooden buttons 



Every child has at hand 

Clothespins 
Wrapping paper 
Corrugated pasteboard 
Match boxes 
String, rope 



Leaves 
Vegetables 
Scraps of cloth and 
leather 



Purchasable material which may be useful, to be 
bought as needed, will include: 

Whitewood, | inch, in assorted widths and lengths 

Whitewood, cut in circles, assorted sizes 

Water colors, dyes, dry colors and shellac, large 

Crayola 
Glue, paste 
Modeling clay, plasticine, plaster of Paris, Portland 

cement 
Paper : bogus, cartridge, book-cover, Manila, builders^ 

water color, drawing, colored, gold, silver, crepe, 

tissue 
Nails, tacks, and screws in assorted sizes 
Cloth, yarn, leather, raffia 
Board : bristol board, cardboard, binder board 
Hinges, locks, staples 
Brass paper fasteners 
Paint boxes should contain only the three primary 

colors (red, yellow, blue) and black, so the child can 

learn to mix his own colors. 
Labeled boxes for materials should be kept on the play 

shelves, and scraps of everything usable from the 

household kept in these. 



320 THE MOTHERCRAFT MANUAL 

Dry clay powder is the cheapest form of modeling 
material ; composition clay or plasticine are cleaner. 

Plaster of Paris and Portland cement are easy material 
for children to work with. They should be mixed with 
lukewarm water until the consistency of thick cream. 

Dry colors purchased at the paint shop may be mixed 
with the dry clay powder, plaster of Paris, or cement, 
for color effects. 

Children who live in the vicinity of a pottery can have 
their clay pieces fired. Enamel paint or water glass 
will waterproof clay. Decorations may be made with 
water colors or shellac varnish mixed with dry colors. 

Handwork that is Injurious. The fine muscles of 
the fingers and eyes are undeveloped in the child under 
six years, and the nervous system is easily fatigued or 
overstrained. Handwork that involves use of small 
objects, as toothpicks, straws, lentils, peas, tiny beads, 
cambric needles, thread, 1-inch blocks, small papers, 
is a nervous strain upon the child. Fine lines, dots, 
holes, the following of a fine line in cutting or coloring, 
are also injurious to the eyes. Such fine material and 
work is no longer used in kindergartens that have 
respect for child hygiene. 

Too long seated application to work at a table is 
also injurious. Half an hour is long enough for any 
child under nine years to sit still at work. If he is 
voluntarily absorbed longer, some active diversion 
should be arranged for a quarter hour, at least. 

Work suggested that is too difficult for the child to 
do alone either discourages him by its impossibility, 
or develops dependence upon others. 

Educational Values. The handwork is, education- 
ally, a means of giving concrete expression to imagina- 
tive ideas, and of making the experience of the child 
more vivid. Stories, scenes from history, records of 
the child's own experience, can be portrayed. The 
child does not naturally copy literally from objects. 



HANDWORK 321 

No effort should be made, before six years, to 
produce finished products. Technique or skill in 
production do not belong to this period. Vividness, 
self-expression, development of motor control of arms 
and hands, coordination of eye and hand, the joy of 
workmanship, the confidence in creating, — these are 
the purposes of handwork in early childhood. 

The genetic method in handwork is to start with 
your idea of what you want to make, and then make it 
of such material as you can find. This is Nature's 
process, the child's process, of creating. 

The list of ideas to be realized will fall into a few 
groups : 

Dolls in great variety Furniture 

Animals Dishes 

Trains Toys for store-keeping — 

Wagons and other vehicles all lines of merchandise 

Boats Toys for playing at oc- 

Houses, animal cages, cupation — all lines of 

churches, barns, stores industry 

Doll clothes Games 

If any genius is involved in handwork, it is in adapt- 
ing any kind of material to the realization of any one 
of these ideas. 

Dolls. Clothespins with cloth or paper tied on are 
about the simplest. 

Corncobs, with '' real " silk hair, clothes of corn husks 
or cloth make popular dolls. Arms may be made of 
cloth bags stuffed with paper, cotton, cloth, and sewed 
into the shoulder seam of the dress. 

Rag dolls stuffed with cloth, the features and fingers 
marked in with ink or water color. Any one can cut 
a rag doll pattern from muslin. (For sanitary reasons, 
rag dolls are not so popular as they used to be.) 

Nut dolls. Peanut dolls are made by using double 
nuts, sewed together to make the head, arms, legs and 
body; the features and hair marked with ink. Al- 



322 THE MOTHERCRAFT MANUAL 

mond, hickory, hazel and walnut heads are used, at- 
tached to sticks or rag bodies. Corks, clay pipes, bone 
buttons, raffia, yarn, may be used for doll heads with 
these bodies. 

Vegetable dolls. Carrots, potatoes, cucumbers, 
squashes may be used, and the features marked with 
ink or knife. 

The temporary possibility of vegetable, nut, and 
other *' stunt '' dolls does not add to their popularity. 
They are of interest chiefly after nine years, when the 
doll interest is waning. 

Paper dolls. Bodies made of stiff paper or pasteboard, 
with clothes that can be taken off and put on. Faces 
can be drawn with ink or water colors, or heads from 
pictures may be pasted on. 

Such paper dolls must be of a size to handle with ease. 

Paper dolls cut singly or in chains, by folding paper 
and cutting, are a source of amusement to children 
about five, and of creative enjoyment about eight, 
when there is the motor ability and imagination to 
create them in great variety. 

Animals and Birds. Vegetable. Use large vege- 
tables for body ; twigs or toothpicks for legs ; straw, 
string, yarn, for tails; pins, beads, buttons, cloves, 
currants, raisins, for eyes; leaves, paper, cloth, for 
nose and ears ; gashes for mouth. 

Paper. Cut out freehand, or from heavy outline, in 
newspaper, drawing paper, wrapping paper. 

Pasteboard. Cut with strong scissors or with coping 
saw. These may have legs, heads, and tails made 
separately and attached with thread, string, or fine 
wire so they will move. 

Wooden. Draw from paper designs, cut from white- 
wood or other soft wood, with coping saw. These, too, 
may have movable limbs. 

Kindergarten supply houses publish a set of paper 
patterns for animals and one for birds. 

Animals and birds may be colored with water colors. 
Or wooden ones may be painted '* true to life'', using 



HANDWORK 823 

the shellac and colors ; about three coats are required. 
They are then waterproof, and the colors will not run. 
A paper or pasteboard support can be fastened to the 
back side of animals so they will stand up. Birds 
may be hung by a thread from the ceiling or window 
frame. 

Boys who can whittle can carve out animals, thus 
providing some with three dimensions. 

Houses. Houses are easily made from boxes by 
cutting out or drawing on doors and windows, with 
slanting or fiat roofs of pasteboard or corrugated board. 
Porches, lean-tos, extensions, chimneys, steeples, gables, 
can be added by gluing or sewing on additional paste- 
board. Castles, forts, silos, water towers are made 
from round boxes. Houses may be decorated with 
water colors. 

Animal and menagerie cages are made by cutting 
out strips from one side of a box. Staircases are made 
of folded paper or bristol board. 

Paper houses can be made from stiff paper, with doors 
and windows drawn or cut out. These are easily made, 
and a source of amusement for a rainy day, but not 
highly valued because not enduring. 

Wooden houses are the joy of childhood. A house 
small enough to be convenient indoors, or large 
enough to play in outdoors, is one of the chief rights 
of childhood. For children under six or seven years, a 
packing box can be used. Two boxes of the same size 
make a two-story house. The children can scrub, 
sandpaper, paint, the outside and floors, design or saw 
out windows, put in partitions to divide into separate 
rooms, add a slanting roof and chimney. Doors may 
be added with hinges. Bricks may be made of clay 
and fastened together with cement or glue for a tiny 
brick house. Staircases are made of strips or blocks of 
the wood. 

Children over seven can build a real wooden house 



324 THE MOTHERCRAFT MANUAL 

with a little suggestion. They are also able to make 
small cement blocks for a block house. Boys of ten or 
twelve can make a log hut. 

Trains, Wagons, Boats, Vehicles. Pasteboard ve- 
hicles can be made from spool boxes, candy boxes, 
match boxes. For wheels use spools, round wooden 
buttons, round box covers, milk bottle covers, circles 
cut from pasteboard. For axles use skewers, tooth- 
picks, nails. Axles and wheels may be tacked, sewed, or 
pasted to the wagon. Axles may be dispensed with, 
and the wheels pasted directly to the wagon box. 
Dashboards, seats, canopies, foot rests, smokestacks, 
cowcatchers of paper or pasteboard can be pasted on, 
or attached with brass paper fasteners. 

Paper wagons and cars can be made from a paper 
square folded into sixteen small squares, the sides and 
ends turned up and pasted, and paper circles pasted 
on for wheels. Paper seats and canopies can be added. 
The proportions can be changed by cutting out some 
of the squares. 

Wooden vehicles are most satisfactory, because they 
can be made to really go, and boats can be sailed, — 
which is a boat's very reason for existing. 

For wagons or cars, a soap box or starch box is 
very satisfactory. The axles should be securely nailed 
on, absolutely straight. Material for axles and wheels 
will depend upon the size of the wagon and degree of 
efficiency desired. For small, crude vehicles, large 
wooden button molds, wooden spools (possibly sawed 
in half) may be utilized for wheels, and toothpicks, 
kindergarten sticks, or twigs for axles. A small nail or 
small circle of pasteboard, wax, or plasticine slipped on to 
the axle, each side of the wheel, will keep the latter 
in place. For more efficient and finished work, wooden 
disks of a suitable size and with the hole bored through, 
and the round sticks of a size to fit them, may be pur- 
chased from the carpenter shop or planing mill. Or 



HANDWORK 325 

the holes may be bored with the gimlet and filed out to 
size. The axles are glued into the disks, then glued, 
nailed, or screwed to the wagon or car body, and the 
edges filed or sandpapered so the wheels will turn. Or 
the disks may be nailed at the end of the axle, using 
a heavy nail with large head. For nicer work, regular 
wheels and axles may be purchased at the hardware 
store. 

The engine smokestack is made from an empty 
spool or round box glued on. The cars are coupled 
together with string, wire, rope, or tiny chains pur- 
chased at the hardware store. 

The simplest boat is merely a raft with a string tacked 
on, a spool smokestack, or a sail of paper on a wooden 
toothpick or skewer, tacked on one end or put into a 
nail hole. Beyond this is the two or three-decked boat 
made by fastening small wooden fig boxes or cigar 
boxes to the four pillars made from slats of a fruit 
crate, the first deck tacked to a thick block of wood for 
a keel. This boat will carry real cargoes. 

A raft, either doll size or real size, of half -inch board 
nailed to two parallel joists, can be made by the six- 
year-old. With the coping saw, a sailboat deck with 
pointed ends can be made from the whitewood, a 
block nailed beneath for keel, a sailcloth of muslin 
hemmed and fastened with cord or small rope to a 
mast that fits into the hole bored by the gimlet. 

Any number of tiny boats may be made of corks, 
nutshells, eggshells, with sails of paper and cloth, 
masts and oars of toothpicks, skewers or twigs, seats 
of paper or pasteboard. 

Rafts may be made of sticks, corncobs, or strips of 
bark bound together with raffia, grasses, or cord. A 
canoe may be made of birch bark or leather sewed 
together at the ends, and lined with oiled paper, rubber 
cloth or oilcloth to make it water-tight. This will 
carry dolls and cargo. 



326 THE MOTHERCRAFT MANUAL 

Furniture. This can be made by the wholesale. 

Paper. The easiest way is to use the paper square, 
folded into sixteen squares, folding and cutting away 
to get the desired proportions. Paper circles are used 
for wheels, rockers, mirrors, stove lids; silver paper 
for mirrors; gilt paper for brass ornaments. Water 
color gives realistic touches. 

Pasteboard. Sheet bristol board may be used, first 
drawing the design carefully, providing for lapping, 
folding along the marked lines, and pasting the laps. 
In this way any desired size can be had. The designs 
can first be made in paper. 

Pasteboard boxes require less work. Spools may be 
glued to a box cover as legs for a table or chair. Small 
spools for legs, or pasteboard semicircles fastened on 
for rockers, transform a box into a cradle. Safety 
match boxes glued on top of each other, with a paper 
fastener or button attached as a knob to the sliding 
sections, make a tiny chiffonier; a pasteboard frame 
attached to the back has a silver paper mirror or even 
one of the tiny real glass pocket mirrors. Beds may be 
made by fastening a pasteboard strip for head and foot 
board to the ends of a shallow oblong box. A poster 
bed is made from an oblong box and cover, sticking four 
skewers at the corners for legs and posts. 

Crude wooden furniture can be made from soft 
blocks of wood fastened together with small wire 
nails. Chairs are made by nailing a back strip to a 
block seat ; tables by nailing a square or round top to 
a center block or to blocks at each corner for legs. 

Grocery boxes, shoe boxes, cigar boxes, fruit crates, 
will furnish cheap material of pine wood. This, how- 
ever, splits easily, has knotholes and splinters, and is 
a last resort. An assortment of whitewood, one-half 
inch thick, in one, two, three and four-inch width 
strips, will be much more satisfactory. Patterns and 
dimensions should first be made. 



HANDWORK 327 

Dishes. Nutshells, sea shells, acorn cups, leaves, 
gourds, chips, corn husks, pea pods, milkweed pods, 
eggshells, hollowed out apples, potatoes, squashes are 
the merest suggestion of the natural dishes suitable to 
a primitive and child life society. 

Modeling clay or plasticine are the most satisfactory 
materials for dishes. Many dishes and utensils can be 
cut freehand in outline from Manila or silver paper, 
tin foil, bristol board. Children at nine or ten can 
work in hammered brass and bent iron. 

Games. Ringtoss. Glue a small, straight stick, as 
a piece of a broom handle, upright to a fiat board or 
disk. Make rings of several sizes from willow or other 
flexible branches, tied with raffia or cord ; or use em- 
broidery hoops, or rims from cheese boxes, hat boxes, 
small kegs. Any of these may be wound with raffia, 
strips of colored cloth, or ribbon. 

Faba Gaba. Make bean bags of different sizes. 
Make a frame by nailing four strips together and nailing 
two strips across this square to divide it into four holes. 
This may be varied by (a) making the holes of uneven 
dimensions; (b) making a larger frame and dividing 
into six or nine even or uneven dimensions ; (c) making 
three or four concentric or contiguous circles. 

Grace Hoops. Make hoops as for ringtoss, about 
twelve inches in diameter. Make sticks about two 
feet long, half-inch diameter, of straight young 
branches, old toy brooms, old curtain rods; or buy 
them at the carpenter shop. Rings and sticks may 
be wound as in ringtoss. 

Colored balls. Crochet covers of colored string or 
embroidery silk for rubber balls, or sew segments of 
colored linen or silk together for cover. Select care- 
fully a series of true prismatic colors, — red, orange, 
yellow, green, blue, violet. Attach a string of the 
braided cord, silk or fabric. These are washable and 
more sanitary than the worsted balls. 



328 THE MOTHERCRAFT MANUAL 

Toys. Mechanical toys that children make themselves 
are of educational value, as well as interest. In making 
their own mechanical toys the children learn the sig- 
nificance of many principles in physics, and are able 
to apply these in a variety of ways. Some children 
will thus discover principles for themselves. 

Toy theaters, with shifting scenery and curtains that 
can be pulled back or rolled up and down 

Toy elevators that will work up and down to carry 
passengers 

Toy pendulum clocks that will tick 

Toy derricks that will haul up a load of sand, coal, or 
bricks, and empty these 

Woodchoppers, scissor-grinder men, acrobats, black- 
smiths at their anvils, bell ringers, carpenters, laun- 
dresses, cooks, housekeepers, all made to work by the 
manipulation of strings, springs, or cleverly balanced 
and counterbalanced weights, shot or marble 

Toy telephones, electric bells, wireless telegraph sys- 
tems 

Automobiles and engines that will go, the motor 
power furnished by a spring, windlass, or tiny, home- 
made electric battery. 



li 



CHAPTER XIX 
MUSIC AND ART 

Rhythm and Musical Sound. Even the tiny baby 
responds to rhythm and to melody. Rhythm brings 
" a cadence to the soul '\ to use G. Stanley Hall's 
phrase ; it relaxes and soothes both mind and body ; 
it has far-reaching significance as a spiritual and moral 
force. Chanting any rhythmic poem or jingles, sing- 
ing, rhythmic performing of physical exercises, are the 
beginnings of music as a rhythmic art. When the 
noise-enjoying age arrives, at about six months, a 
string of soft-toned, musical sleigh bells, or later in 
the first year, at the pounding stage, a tubephone, will 
give as much enjoyment as harsh noises; and at the 
same time these are cultivating a rudimentary musical 
sense. With the development of the phonograph, 
good music can be had even in households where no one 
plays a musical instrument. A baby of six months 
will notice the music, and most children from a year 
old will show enjoyment in hearing it. It is less 
important to acquaint little children with well-known 
classics — which are easily thus worn stale — than it 
is to provide good types of melody, harmony, and 
rhythm, — music that is sincere, enduring, normal. 
If children hear much of such music from the great 
masters and their disciples, before the age of ten, their 
tastes may be permanently influenced, and cheap, 
flashy, sensational music will fail to attract them. 

As rapidly as a child develops motor ability to use 
them, musical instruments of good tone, adapted to 

329 



330 THE MOTHERCRAFT MANUAL 

his size, will provide him with enjoyable toys that at 
the same time cultivate sense of good musical sound 
and opportunity for musical experimenting and self- 
expression. A stout drum, cymbals, triangle, a tam- 
bourine, flute (being careful of its use by only one 
individual, and that it is wiped before using) are in- 
expensive. Montessori uses musical glasses and a 
series of bells tuned to scale and sounded by striking 
them. Kindergartners make wind harps by stringing 
mandolin or other cheap strings and wires on a wooden 
frame made in the workshop. This may be tuned for 
chords and hung where the wind will play fairy music 
upon it. 

Every little child loves to play upon the piano. The 
ordinary toy piano is a jangle of noises that can only 
pervert the child's sense of musical sound. Good toy 
pianos, with about two scales, small enough for the 
three-year-old size, can be purchased for a moderate 
price from some large musical stores. If circumstances 
will at all permit a child to play at his own sweet will 
and in his own way upon a real piano, the act will not 
only yield him indescribable bliss, but will foster im- 
measurably his love of music, and provide a means of 
musical self-expression. Few people expect to become 
great artists on any instrument. Technique, there- 
fore, is of minor importance. The love of music, the 
desire to find expression through music, is the important 
feature to cultivate, leaving technique to a later age, 
nearer the teens. 

The hearing of singing as a daily experience of early 
childhood, is potent for imitation and for good humor. 
A baby who hears much singing or humming will, 
even in his first year, attempt to hum, and in his second 
year, make up little snatches of song. This is music 
as it should be, developing out of the daily experience 
of life, illuminating that experience. Froebel urged 
his teachers to encourage this spontaneous, natural 



MUSIC AND ART 331 

singing, and to set the example by their own sponta- 
neous singing when with the children. In progressive 
schools of to-day, children of all ages are encouraged to 
compose melodies for nursery rhymes or little poems 
that they know, and later to develop harmonies. Thus 
through creation the child develops a richer self-ex- 
pression, and if he is interested to become more profi- 
cient, he furnishes his own incentive for the drudgery 
of acquiring technique. What more pathetic situation 
than that of a child compelled to '' practice '\ whose 
soul is in revolt, and who every moment is acquiring 
a deeper loathing for music? 

For teaching musical notation, there is a pasteboard 
keyboard, a set of pasteboard notes of different time- 
length and a special blackboard with the musical lines 
on which the notes can be hung. With these many 
games can be played, even at five or six years of age 
with some children, although others will not be ready 
until seven or eight. 

The Crude Tastes of Childhood. Little children, like 
savages, have not developed fine discriminations in 
color. This is largely a matter of education. The 
little child shows a preference for vivid color, and no 
sense of harmony in color. His color sense is as un- 
developed as his spoken language, and needs training, 
especially through good examples, for its refinement. A 
glass prism hung in the sunlight will give him pure 
spectrum hues while delighting even his baby days. It 
is not yet known with certainty at what age children's 
eyes are sufficiently developed to really perceive color, 
although they are evidently able to distinguish degrees 
of brightness before a year of age, and show a prefer- 
ence for red or yellow objects rather than gray. They 
prefer colored pictures to black and white. Kinder- 
garten supply houses now furnish large colored wooden 
beads, to be strung on shoe laces, and colored papers in 
graduated series of hues, and large colored wa^. crayons 



332 THE MOTHERCRAFT MANUAL 

the size of a marking pencil. The Montessori apparatus 
now includes a set of flat wooden bobbins, about two 
by three inches square, painted in graduated shades of 
the spectrum colors, which the children at four and five 
years love to match or arrange by graduations of shade. 
A box of water colors (primary colors only) is indispen- 
sable to childhood. 

Art Education. Good pictures, well colored, with 
suflScient vividness to interest the child, abound in the 
magazines and the shops. The classic nursery rhymes 
and tales have been illustrated in color by several emi- 
nent artists, and copies may be secured through any 
kindergarten supply house. The little child prefers 
pictures of animals, children, and mothers with chil- 
dren, realistic or homelike. He is rarely interested in 
still life, the classic, or the symbolic. 

The ambitious teacher can easily overdo the matter 
of taking children to an art museum. An occasional 
trip, between five and nine years of age, will do no 
harm, if they are permitted to wander at their will. 
It starts the habit of going to a museum. Of greater 
potency for sesthetic training is the beauty and har- 
mony of the child's own home, and especially of his 
own room. Here inexpensive but beautiful colored 
pictures hung low enough for him to see them easily, 
and charming little plaster casts, will feed his mind and 
his soul, as does the daily singing. He is learning that 
art is for the daily life, not merely for unusual places 
and occasions as in the museum. 

At five or six years of age children may begin to make 
scrapbooks of beautiful and charming pictures that 
they find in magazines, or that are purchased through 
the kindergarten or art stores. Postcard reproductions 
in color are obtainable of many famous pictures, both 
classic and nursery subjects. 

In art, as in morals, the constructively good will natu- 
rally crowd out the crude, the vicious, and the mediocre. 



MUSIC AND ART 333 

Children's Drawings and Painting. To quote from 
Doctor G. Stanley Hall : 

Children often like to look at and more or less un- 
derstand pictures early in the second year. They care 
most for those that have a story connected with them, 
and want their pictures read. Children like to draw illus- 
trations of stories and concrete things, which must not 
betaken away from them in order that they may be pre- 
cociously taught to see lines only. Instead, therefore, of 
current methods, the thing for kindergarten and lower 
grades to draw is the human figure, and vastly more free- 
dom and individuality are needed. Geometrical lines 
are ghostly and wooden. Things in motion are more 
interesting, and perhaps Ruskin is right in saying that 
the child should be limited to the voluntary practice of 
art. The prevailing methods that begin with mathe- 
matical forms, cube, cylinder, etc., are stultifying and 
not only destroy the natural zest and ability to draw, 
but take away the power to enjoy art and to under- 
stand nature, geography, history, literature, which it 
is one object of art to inculcate. 

The child desires to draw human beings, generally 
in action. Drawing teachers usually demand complete 
visual control, but the children draw lines symbolizing 
the direction birds fly, draw the wind, draw a zigzag line 
representing the dance a person is engaged in, and 
even gross errors are repeated after correction and 
explanation, showing how dominant muscle habits 
are. Young children draw anything with abandon and 
pleasure. They do not use their eyes much, no matter 
how difficult the theme, but draw their own image of 
it with about as good success as if there were no model. 
Children care nothing for accuracy here, which is the 
ideal of the methodists. Their order below ten years 
of age is the human figure, then animals, plants, or 
houses, then mechanical inventions, geometrical de- 
signs and ornaments. Children's work is essentially 
pictorial and not decorative. Thus Ricci declares that 
art as such to children is unknown. Froebel is wrong, 
therefore, and the child enters the educational field by 



334 THE MOTHERCRAFT MANUAL 

the door of literature rather than by that of mathe- 
matics. 

Always some one or, at most, a few details are focused 
upon and magnified, betraying just what and how far 
the child has observed up to date. If we only had a 
complete collection of all the drawings of a single child 
with proclivities for art but who had been unrepressed 
by criticism or derision, we should find its very soul 
in each developmental stage represented. Too early 
insistence upon technique crushes. Teachers have so 
long put form above content that they little suspect 
the innate power and love of children for this kind of 
work. Above all, teaching should be to encourage and 
not to repress the tendency to exaggerate each new 
trait, and should have regard not to the finished prod- 
uct and should pay little attention to symmetry or 
to an artistic whole. Uniformity, too, should be cast 
to the winds and the teacher should encourage the deep 
instinctive tendency of pupils to perfect each item as 
it looms into the center of interest. 

From several hundred drawings, with the name 
given them by the child written by the teacher, the 
chief difference inferred is in concentration. Some 
make faint, hasty lines, representing all the furniture of 
a room, or sky and stars, or all the objects they can 
think of, while others concentrate upon a single object. 
It is a girl with buttons, a house with a keyhole or 
steps, a man with a pipe or heels or ring made gro- 
tesquely prominent. The development of observation 
and sense of form is best seen in the pictures of men. 
The earliest and simplest representation is a round 
head, two eyes, and legs. Later comes mouth, then 
nose, then hair, then ears. Arms, like legs, at first, 
gi'ow directly from the head, rarely from the legs, and 
are seldom fingerless, though sometimes it is doubtful 
whether several arms, or fingers, from head and l^gs 
without arms, are meant. Of 44 human heads only 
9 are in profile. This is one of the many analogies with 
the rock and cave drawings of primitive man. 



MUSIC AND ART 335 

The Sunday Supplement. Fortunate the child who is 
protected from the encroachment of these execrations. 
They are like the cheap colored candy in the penny 
shops, — made to sell to those of undeveloped sensibili- 
ties, and further dulling those sensibilities to better life. 
The ordinary Sunday Supplement page for children is a 
clever combination of all the crudities that children en- 
joy — vivid color, crude drawing, bad manners, defiance 
of authority, clownish humor. Of course children cry 
for it, as they do for drugs that have dulled their nerves 
and set up perverted tastes. If it is kept from the child 
until his teens, and meanwhile his taste is being trained 
^ by natural, daily means, the probabilities are that he will 
then find it offensive ; at least he will have passed the 
age when it can pervert his taste and ideals. 

The clownish humor, the crude drawing, the humor of 
the unusual position and unexpected dilemma, without 
the bad manners and other unethical conditions, are 
furnished in abundance in the drawings of Leslie 
Brooke, Gelett Burgess, Peter Newell, in Tenniel's illus- 
trations of Alice's Adventures, in Edward Lear's Non- 
sense Books, to mention only a few. Delicately colored 
pictures, which adults find exquisite, do not attract the 
child, but in this day there are abundant treasures of 
pictures and picture books with colors strong, yet not 
blatant. In this respect the English and American work 
is in the main preferable to French, German, Russian. 

Many books of songs for little children are published 
that are merely mediocre, or ill-adapted to children 
because not based on a knowledge of child psychology 
and the range of the child's voice. Some children 
can carry a tune at three years, others not until six 
or seven years. The natural range of the child's 
voice can be easily tested by trying it out with the 
piano ; it will usually range from E to A at three years 
and from middle B to upper D at six years. These 
physiological limitations indicate that songs for children 



336 



THE MOTHERCRAFT MANUAL 



to sing should have a simple melody, within this range, 
and should be short. Children like simple hymns, 
lullabies, songs about animals, nature, play, dolls, and 
action songs. 

If a child is thought to have vocal talent, the voice 
should be especially protected from strain and misuse, 
and intensive training postponed until late in the teens 
when the voice has become placed. A teacher of abil- 
ity should be engaged for the first training. 

All children should be trained to use the voice intelli- 
gently, which is hygienically. They should be taught 
to sing softly and naturally, and never allowed to sing 
harshly, boisterously, or falsetto. Screaming and shout- 
ing injure the voice, especially in childhood, while the 
vocal cords are developing. By a little careful hygiene, 
the example of musical, well-modulated voices in their 
elders, and the selection of songs within their range, 
American children might develop as pleasant voices as 
are found in some of the countries across the sea. 



gjnzboys ^— girls 



i 



i% — 6^^ 



^E^ 



-1 



•gjg g^ ^ 6^ 



-^ 



IM 



- ^ ^ ^ ^ 



Age 



1-2 3-5 6-7 



10 11 



12 



From Gutamann and Paulsen. 



CHAPTER XX 
HOME NURSING AND FIRST AID IN THE NURSERY ^ 

General Principles. Careful hygiene will reduce 
illness to a minimum. Study what to do in emer- 
gencies and illness before these appear, in order to be 
mentally and technically prepared to act promptly, 
with confidence and poise, when need arises. Teach 
children as early as possible how to spit, gargle, raise 
phlegm, inhale. Habits of obedience, self-control, and 
regularity will assist in recovery. Under any cir- 
cumstances avoid excitement; keep calm and self- 
possessed. Use firmness, gentleness, patience, good 
cheer, and the spirit of play in care of illness. It is 
wiser to call the doctor at first, when symptoms of 
illness appear, than to incur severe sickness and greater 
cost by delay. A severely sick child needs a trained 
nurse. Children have less resistance than adults, 
and succumb more easily, therefore they need prompt, 
intelligent treatment. 

Every woman who has the care of a little child should 
learn the following from the physician or nurse : use of 
clinical thermometer, bedpan, giving of enema, massage, 
dressing and bathing of bed patient, bandaging, first 
aid in serious cuts, fractures, broken limbs, drowning. 
There should always be at least one room in the house 
with washable walls, sunny exposure, and without car- 
pets, heavy draperies or upholstered furniture, that can 
be used for an isolation sick room in emergency. 

Symptoms of Illness and Their Immediate Care. 
When several symptoms are evident at once, the 

^ See Preface, page xiii. 
337 



338 



THE MOTHERCRAFT MANUAL 



matter is more urgent. It is usually advisable to 
have the doctor call, rather than to expose the sick 
child to the change of temperature, dust, excitement 
of crowds, or danger of infecting others. In severe 
injury, secure any medical assistance in quickest way. 



Discharge from nose C(?) ^ 1 


Persistent pain in feet or legs 


1 


Discharge from eyes with in- 


Swelling of feet and legs 


2 


flammation C(?) 1 


Black, or bloody stools 


2 


Swollen lids, inflamed, yel- 


Claylike stools 


1 


low discharge C ^ 3 


Constipation (48 hours, not 




Sore throat C 2 


yielding to home care) 


1 


Pain in or behind ears 1 


Green stools, diarrhea 


3 


Swollen glands in neck 1 


White vaginal discharge 


2 


Persistent cough C (?) 1 


Bleeding from mouth or 




Persistent lassitude C (?) 1 


rectum 


2 


Loss of appetite 1 


Frequent bleeding from nose 


1 


Loss of weight 1 


Pain at urinating 


1 


Severe or frequent earache 2 


Retention of urine (24 




Headache with delirium 3 


hours) 


1 


Stupor or dullness 2 


Injuries : 




Chills, with or without 


Fall, especially of young 




fever C (?) 2 


child 


3 


Fever with languor, loss of 


Blow on head, severe 


3 


appetite C (?) 2 


Deep cut, needing stitches 


3 


Nausea with fever C ( ?) 2 


Deep burn 


3 


Convulsions 3 


Excessive bleeding 


3 


Eruptions C (?) 2 


Wound of rusty instru- 




Cramps and vomiting C (?) 3 


ment 


2 


may be poisoning 


Bite of animal 


2 



1 C(?) = Possibly contagious; isolate. 

2 C = Contagious ; child should be isolated. 

1. Notify doctor. 2. Call doctor. 

3. Get doctor immediately ; urgent. 

When a child shows even slight symptoms of illness, 
isolate and keep in bed for a day in a well-ventilated 
room. This avoids changes of temperature, requires 
less work of heart and nerves, removes pressure upon 
spinal nerves, and gives the body better opportunity to 
combat the lowered vital condition. 



II ™ WOMl^, 1 



HOME NURSING AND FIRST AID IN THE NURSERY 339 



I 



<D 



Q4 

O 

CO 

03 



o 
a> 

CA 
<D 

a 
o 

o 



CO 

a> 

CO 
CO 



0) 

o 



o 






1^ 
o 






piH 



fH 

^ ft 

^ o3 
.^^ 

^^ 

o o 

^H — ^ 

c3 « 

.2 3^ 



C3 'O 

6-° 



5 o G^ 

O C3 



SI 

o <3 



y=i.i 






O ^ ^ o bC 



lsi:^^,5 5 



=2 ^ 



3 
'o 

02 O) fl 
0) O ^H 

S 03 pO 



S3 

o 

c3 -£ .2 
'-^ '?? o 



O m 

m 






c3 



^3 



© OQ 

> 03 



"^ o $3 .y . 

^ > 03 c3 2 

ft^ o >> °2 
.^3-5 3 

^o a o 8 



73 :^ 



i^ ^-r 



.-H '~^ tC 



i^«ii 






. * 


o-^' O "^ 




© OQ . 't}i 

^ ^- 2 3 S 




© 


© 02 bfi rj O 


" o 


""^113 


^ fl 


^^ © ^ ftc;; 


OQ 


QQ 





(^ 




03 




© 




© 




m o 




, © 


rn 






03 S' 

-13 c3 




O M 


3| 


o 


C<1 =3 


^ 


(M =3 


n 


H^ 


^ 


H^ 




o •• 




O -J 




11 




1.^ 




rQ -e 




^ -*^ 




3 J3 




3^ 




2 3 




S o 




fl OQ 




d 02 



^ © 

o 0.2 

.2 fl 

"^.2 
-9^ 



^-1 I 

o © 

5S O 
O ^ 



©"43 

'■^ ^ 

© o 

ft © 
ft 

a 

S-2 bb 
ftg g^ 

-r ^ 'ft 

a -I 

0^- 



. '^ ' 



s^ 8 

So g 
^.2 

^ c3 

so 

C in 



© © 



0) ai 






^*'-' 






H J3 



















-M 












•-1 J3 






y 






•w s=i 






>>►-' 






r^ 






ft . 






-^•s 






a> bo 






0) 






S ^ 






QJ 












^ M 








3 

ft 










2 




«c 




1^ 


i 




0) S 


£1 




rn 


OT 






fli 




>> ft 


4S 


. 


"3 6 


T3 




>> 


Ti 




J3 -d 





;=J 



0) bfl M II 



0) 



cc 






ft 53 



0) . 
o ^ c +^ 

M g o OJ 



340 



THE MOTHERCRAFT MANUAL 



•X3 


^ 


^ 


p 






J5 




.^ 


c: 


(^ 


o 


h3 


o 


•< 



o 

05 



o 

(D 
CO 

a 
a> 
i-i 

u 

1 



CO 

<1> 

CO 

<D 

CO 



(1> 



S 



a 
I 



.-3 > 



C3 ^ 

o o 



g ^ o 

ft O f^ 



3 S >; o 



(S 



QQ 

.';:? CI 
td o 

5" 



CO J 

o pi 

O 

o 



o 

H 






il 

ft s 

o a^ 



a*5 



^-3 .. 

S © o 

'^ ^. s 

o w) o 

fl g § 



ft 

o 
o 

M g k 

W t> "^ 

<D -^^ (D 

^ O +=• 
^ 03 O 



M o 

03 a 

« r 



a^' 



^^ 



-e!^ 



O rCn 03 
^H-^ ftQ 



o ■ 



c3 '^r; 



rs 2 t2 S a 

> .^ ft^U M 






2 o 



^11 
© o H 



13 
ft 



-1^ o 



bO 



O 



o "^ 

M ft 



^ c3 



. ^ 

m ft 

O 0) 

03 rd 

1 ^^ 



M 



J> 




o 




*»-l 












Q 








-*^ 




o 




a 




o 




m 






o 


>.A 


Tl 


o 


o 


c« 


^ 


'T3 
c3 


(=1 


<D 


o^ 


ro 


^ 


fl 


CJ 


o 


a; 






-4-> 


-^ 


ft 


fTi 


^ 


3 



w 









O o ^ 






CQ *3 



2 o 



o 

a 
o 



03 



xn 

11 

b* 
o 

'o 



DQ 03 
>»^ 

03 c3 

4^ T-( ^ 

•^§ . 

03 .2 O 
^ c3 o 

0-3 bfl 

h-4 »-i4 



HOME NURSING AND FIRST AID IN THE NURSERY 341 



© 



° a ^ 



^'^ fl 53 « 

O 03 'O 133 

(5 ^ 



c3 O 

.S W© o 



0) 



> c3 






.-I g 

>> C3 Q^ 
fl 5 » . 

^ S-^ o 



til ^ 71 
^ S i 

S ^ g 
|.9o 



02 QQ 



PLI 



>»d 



o 

a 

o 
a 
ft 



M O O ro 

o cT TS if 

fl © ft To <^ 

_ > 

J T3 '43 '+3 .i: 



g ^^^ 

o ^ fl a 

., o .- 

© © t3 c 

w > § 03 

© © i fH 

.2 M o 



© bDcrt 
S « cc 

© f-i © 

O pCj © 

^ .Ef ^ 
god 

*^ >■ CO 
{H d CQ 

a o a 

© -.in 

© r^ 

3^w 






c3 © 



«+:; © 
> 

o ^ 

o .a . 
,0 43 



03 



CD OQ r! 

© fl :t3 

cQ O ;3 

03a 

a s ^ 

O O rj 
O 



a 






■ © ^-1 

uB a © 
> ©«^^ 

c* S d .^ 



d ^ © . 

i ill 

*^ £? . ©" 

ft 2 1 §, 

.. c3 ^ TJ 
O ^^ g 

-- d .a .2 
o ^ 



.a ^ & 

.1^ ©"^ 

03-^-2 

w d "*- p 
3 2 d > 
g'43-- d 

" 03 02 O 
- Sh 02 o 

© +=• © 
rd 5S d °^ 

S^ ^H © © 

m 



O ^ M 

^ Fk © 

ro . ^^ 

5R =^ ^ 

2 © >> 

d ^ c3 

'^^ o 



^ 





1— 1 


•;^ 


&n 




-^ 


d 


© 


a 

© 
> 


a 

> 


© 


,^ 


m 


u 


^ 


m 


ort 




© 


© 


^ 


d 


d 



o 



I 



d E 
.2d 






d .2 
d ^ 

c3 



c3 ^ 



•a .2 



E° a ■ 
>> o 

03 u > 
.. <M 

d 

II 

d cn 



S 



a 

a 

03 



d © 

u ^ 

c3 c3 

a © 






^ o 



m 



• rs d 

^.2 

j3 c3 

§1 



-rJ 











-d 








DQ ^ 




.S3 <» 


i 




73 ^ 




ile Paral 

y^omyelit 
2to7d 
weeks. 


eningitis 

2to 7 d 
weeks. 


CO 


to 25 
eeks. 
subs 


£S 


s 


'^^ 


02 ^ 


Infant 

(Pol 
ation : 
ion: 6 


M 

ation : 
ion: 6 


ation: 
ion: 3 
r swell 


© c3 


^ -S 


^ 1^ 




rO ^^ © 


a^ 


13 ^ 
2 


j3 J3 




d J3 4^ 
© ^ 03 




d OT 


d m 




d m 



m3 

.q © 

Ctt o 

O 



342 THE MOTHERCRAFT MANUAL 

Communicable diseases may be conveyed by dis- 
charges, especially from nose and mouth, and in breath ; 
also in vomitus, discharges from eyes and ears, feces, 
urine, and blood. May be contagious several days be- 
fore serious symptoms appear in acute cases ; and may 
be carried in throat and mouth many months and con- 
veyed by persons showing no symptoms. 

To Prevent Contagion. (1) Avoid exposing the child 
to any one who has a contagious disease. (2) Do not 
take young children (under seven, at least) into crowds, 
busy streets, city dust, or street cars, (3) House- 
hold employees, especially child's nurse, cook, kitchen 
employee, or laundress, should be selected with regard 
to their health; a thorough health examination for 
the child's caretaker, unless personally well known or 
professionally trained, is the only safeguard. (4) No 
one with a cold, sore throat or other symptoms of con- 
tagious disease should be with a young child or pre- 
pare its food. (5) Keep special handkerchiefs for each 
child and never use any one else's for it. (6) Teach 
scrupulous individual use of cups, spoons, forks, wash 
cloths, towels, handkerchiefs, whistles, and not to use 
wash basin for brushing teeth. (7) Avoid pacifiers; 
wipe toys daily. (8) Clean the child's finger nails 
daily, and always wash his hands before eating. 
(9) Attendant should always wash hands before pre- 
paring food, giving medicine, caring for eyes, nose, 
mouth, or wounds ; and after care of diapers, toilet, 
wounds. (10) Milk and water supply should be care- 
fully guarded ; unless assured pure, milk must be pas- 
teurized, water boiled. (11) Avoid cats or dogs for 
young children's pets. 

Disease germs can thrive in the mucus, in some 
tissues, or in the blood. They may enter (1) through 
the nose, (2) the mouth, (3) a break in the skin. The 
sick person may convey them (1) from the mouth, by 
coughing, by a kiss, or on cups, spoons, forks, napkins^ 



m 



HOME NURSING AND FIRST AID IN THE NURSERY 343 



towels; (2) in mucus from the nose, in sneezing, or 
on handkerchiefs; in discharges from eyes or ears; 
(3) in cases of intestinal infections, from intestinal 
discharges; (4) venereal disease, from break in skin, 
from open sore, from suppurating infected eyes; 
(5) from discharge of boils; (6) scales from skin 
probably only in smallpox or chicken-pox; (7) on 
fingers. (8) Germs of contagious diseases are some- 
times carried in water, -ice, milk, or dust. (9) Cats 
and dogs easily carry disease germs. 

Contagious diseases are always dangerous, causing 
a large harvest of deaths and leaving lifelong defects 
in many survivors. It is not necessary that children 
should have any of them. Children should be carefully 
protected from exposure to any disease. Good hygiene 
raises vitality and increases the white blood corpuscles, 
which are the special protectors against disease germs. 

If a child has been exposed to dust or crowds, or if 
contagious disease is prevalent, give a nasal douche 
and gargle with normal salt solution, 4 % boric solution, 
or diluted listerine, before meals and at night. If 
exposed to disease, also disinfect face, neck, hands, 
clothes, shampoo the hair with tincture green soap, 
isolate, notify doctor ; repeat after quarantine. 

Care of Illnesses Prevalent in Childhood. Anemia. 
Pallor, languor, loss of weight, poor appetite. Give 
outdoor life, nutritious diet, cold baths, sun baths. 
Needs medical examination for cause. 

Boils, Indicate low resistance. Applying hot 
fomentations wet in boric solution may prevent com- 
ing to head. If at head, apply hot fomentation five 
minutes ; lance with sterilized needle. After removing 
contents, apply listerine, witch hazel or 25 % alcohol, 
on sterile gauze; anoint with zinc ointment, and 
bandage to prevent re-infection. Poultices are un- 
sanitary. Pus is infectious; prevent its touching 
skin, bum immediately, and sterilize needle. 



344 THE MOTHERCRAFT MANUAL 

Chap. Prevent by drying face and hands thor- 
oughly after washing. Apply camphor ice or cold 
cream before taking outdoors, and at bedtime. Use 
corn meal or oatmeal in place of soap. 

Cold. May be either a congestion or an infection. 
In any case isolate and treat first symptoms at once ; 
give persistent care to cure quickly. Colds pave the 
way for more serious infections. Give oil laxative for 
one or two days. Apply few drops of glycerine, albo- 
lene, or liquid vaseline in nose every two hours and at 
bedtime. Use sterilized medicine dropper ; warm oil 
slightly by heating in dropper over boiling water. For 
children over one year use nasal oil spray or nasal 
douche with physician's prescription. Give hot leg 
bath or hot tub bath, wrapping well to produce slight 
perspiration ; rub with 25 % alcohol solution few hours 
later, or before rising, to close pores ; keep well covered. 
Keep in bed while fever continues. If in head and 
eyes, apply cold cloth wet in weak boric or salt solu- 
tion, over eyes and nose, changing every five minutes, 
in half -hour periods. Give all the water patient will 
take, at hourly intervals, or lemonade for children over 
eighteen months. For dry, parched mouth, rinse with 
weak salt water, give weak lemonade, or cracker to 
chew. 

If accompanied by chills, keep in warm room, (68°) 
well ventilated. If without chills, and when fever has 
subsided, keep outdoors, well protected, but not dressed 
warm enough to perspire. If in chest, apply counter- 
irritant (adapted to age) to chest and back. If not 
recovered in a day or two, notify physician. For re- 
peated colds, discover cause, improve hygiene ; increase 
resistance by cold morning bath, at least to chest and 
back, and give cod-liver oil. 

Colic. Give no food during the attack. Give a tea- 
spoon of water (96° F.) with weak peppermint or soda 
mint dissolved in one ounce water ; repeat every five 



I 



HOME NURSING AND FIRST AID IN THE NURSERY 345 

minutes. Upright position, with patting on back, will 
relieve gas in stomach. For gas in intestine, massage 
gently, beginning at lower left side, and working 
backward along length of colon, always pressing 
and stroking toward end of colon. If constipated, 
or attack very severe, give warm enema (110° F.) with 
soap or normal salt solution. Apply hot fomentations, 
or hot stupe, made by thoroughly mixing twenty drops 
of turpentine in one pint water, to abdomen ; or hot 
flannels or hot water bag, to abdomen, buttocks, and 
thighs. Keep feet warm. Change fomentation or 
stupe every ten minutes. When relieved, follow with 
cool hand rub (80°). Constipation in nursing mother 
will cause colic. Baby subject to colic should have 
two or three daily movements. Give less at feeding, 
with longer intervals, slower feeding. 

Constipation. Prevent and treat by diet, exercise, 
and general hygiene. If these fail, have medical 
examination for possible anatomical defect or obstruc- 
tion. For acute attack, give mineral oil, increase 
water, give abdominal exercises at intervals during 
day, gently knead abdomen, working along line of 
colon from right to left. The use of enemas and sup- 
positories relaxes the intestinal wall, and induces a 
chronic condition. Salts, castor oil, cascara, and 
other drugs overstimulate intestinal secretions, irri- 
tate lining, and require continued, increasing use. 
Calomel may remain in system and cause serious illness ; 
it should never be given to children. If necessary to 
use any special measures, adapt laxative from list 
(page 362). For chronic cases in older children, apply 
cold compress around abdomen at night until condition 
is improved. 

Convulsions. Give leg or tub bath at 98° F. for ten 
minutes; mustard may be added. Be very careful 
that water is not too hot. Child may be put in with 
clothing on. Put cold cloth around neck and on head. 



L 



346 THE MOTHERCRAFT MANUAL 

Give prompt laxative and an emetic. Keep child in 
bed till recovered from shock. 

Cramp in Intestines. Treat as colic. 

Croup. Apply hot fomentation to chest for ten min- 
utes, followed by cold compress. Give salt water 
emetic to cause vomiting and remove phlegm, if breath- 
ing is still difficult. If necessary, in severe case, give 
half teaspoon of syrup of ipecac to produce vomiting ; 
apply counter-irritant to chest and l3ack. Keep child 
well wrapped. If severe, prepare kettle of boiling 
water so child can inhale steam. Add two tablespoon- 
fuls of compound tincture of benzoin, creosote or oil 
eucalyptus, or teaspoon of vinegar or ammonia. Use 
light blanket to cover kettle and head of child. See 
that kettle is not near enough to burn face. Be careful 
that child does not choke, and that clothing is not 
dampened. Wrap a piece of rubber sheeting or woolen 
blanket about shoulders, and remove when through 
steaming. For mild cases, or when child is relieved, 
place saucer with tincture of benzoin near child's 
head, where fumes will be inhaled. Treat as for 
cold, on following day, with counter-irritants, and use 
menthol, oil nasal spray, or tincture of benzoin for 
inhaling. For children subject to repeated attacks, 
provide a special croup kettle. 

Cough. Ascertain cause from physician and treat 
by his prescription. Avoid cough syrups, which are 
dangerous for children. Plain honey, figs, fig juice, 
are soothing. Use menthol inhaler. Apply salve of 
menthol and vaseline in nose at night, and a cold com- 
press or mild counter-irritant on throat. 

Diarrhea. Stop regular food. Give infants barley 
water, older children only special dietary. Give 
prompt laxative. Keep in bed. Call doctor promptly 
and save stools for his inspection. 

Earache. Symptoms in infant include crying, and 
turning head from side to side. Apply counter- 



HOME NURSING AND FIRST AID IN THE NURSERY 347 

irritant behind and below ears. Place few drops of 
lukewarm phenol and olive oil mixture in ear, on ster- 
ilized cotton. Apply hot flannel, hot-water bag, or 
other dry heat. 

Eczema. Apply salve or lotion, according to doctor's 
direction. Avoid water or vaseline on affected places, 
as these are irritating. Keep clean with olive oil or 
cold cream. Give dietary treatment. 

Eyes Inflamed. Bathe hourly with 2 % boric solution 
or weak salt water. For cold in eyes, also apply vase- 
line at night and in morning to lids, avoiding eyes. 

Headache. Frequently due to constipation, indiges- 
tion, eye-strain, excitement, fatigue, overheating. 
Ascertain and treat cause. Apply cold cloths, chang- 
ing every five minutes, or hot cloths, changing every 
ten minutes, or alternate hot and cold, according to 
wishes of patient, to forehead and back of neck. 
Apply menthol pencil to forehead and base of brain. 
Massage back of neck, with strong pressure downward 
and toward sides. Inhale menthol, mild camphor, 
ammonia, or smelling salts. 

Hiccough. Due to indigestion or overeating. Hold 
breath. Sip water slowly while holding breath. 
Give small lump of sugar. If severe and continued, 
induce sneezing or give emetic to remove cause. 

Nausea. Give soda mint tablet in glass of hot 
water. If not relieved, give emetic. After vomiting, 
give glass of hot or cold water hourly, mildly salted or 
with soda mint, for several hours. 

Poisoning. Keep poisons out of children's reach. 
Nick cork of bottles containing poison, and tie red 
ribbon around neck. Keep list of common poisons 
and antidotes posted on door of medicine cabinet for 
ready reference. 

Prickly Heat. Due to overheating from too much 
clothing or from weather. Reduce quantity of cloth- 
ing. Avoid wool next the skin. Bathe several times 



348 THE MOTHERCRAFT MANUAL 

a day with water 70°-80° F., adding one teaspoon bak- 
ing soda to a quart of water. Powder affected places 
lightly with starch or baby powder (page 47). 

Rheumatism. Found in all its forms in childhood. 
If chronic, may permanently injure heart. Give mild 
laxative. Keep in bed. Apply dry heat as directed 
to affected parts. Rub with alcohol (25% solution), 
witch hazel, or arnica. Improve diet, reducing purins 
and increasing alkali-forming foods. Electric treat- 
ments may be beneficial. 

Sunburn. Prevent by use of canopy, sunshade, or 
hat, and by applying cold cream before taking out in 
sun or wind. To treat, apply cloths wet in sweet 
cream, cold cream, almond lotion. Avoid use of 
water on affected parts. 

Fever. Keep in bed. Fever is not a disease but a 
symptom of poison in system. Reduce temperature 
gradually. Give cool sponge (75°-80° F.) with plain 
water, weak salt solution, or 25 % alcohol solution, for 
ten or fifteen minutes every hour. Keep cool collar of 
wet cloth around neck, or on head, changing every 
five minutes. In severe cases, also keep icebag at 
head, hot-water bag at feet. Give abundance of cold 
water, cold fruit juice with little or no sugar, or small 
quantity of ice cream. Keep room cool (60°-65° F.). 
There is no danger of patient taking cold while tem- 
perature is high, but special precautions must be taken, 
as fever diminishes, to prevent chilling. 

Sore Throat. Dissolve chlorate of potash tablet in 
half pint of water, and give spoonful every half hour, 
holding in mouth as long as possible. Gargle and 
rinse mouth with normal salt solution, boric acid, or 
listerine, without swallowing. For mild cases, apply 
cold compress to throat. For severe attack, use 
counter-irritant. 

Stomach. Sour stomach or heartburn. Use soda 
mint tablet or saltspoon of baking soda in glass of hot 



HOME NURSING AND FIRST AID IN THE NURSERY 349 

water. For stomach-ache give same treatment, and 
massage by deep breathing and voluntary pulling in 
and pushing out abdominal wall by muscular effort ; 
use mild trunk-bending and twisting exercises. If con- 
stipated, give prompt laxative. 

Toothache. Apply listerine or oil of cloves or winter- 
green on cotton to the cavity, and dry heat or counter- 
irritant outside, until dentist can be seen. 

Worms. Indicated by disturbed sleep, grating teeth 
in sleep, picking at nose, poor or ravenous appetite, 
irritation at rectum. May sometimes be visible as 
fine white threads in stools. Can be accurately diag- 
nosed only by microscopic examination. Avoid giv- 
ing medicine except on doctor's prescription. Reduce 
candy and meat in diet. 

Injuries. Practice first aid until prepared to act 
promptly in any ordinary emergency. Call physician 
in all but mildest cases, to ascertain extent of injury, 
overcome shock, and prevent poisoning. Disinfect 
hands before treating any wounds. 

Bruise^ Bump, or Sprain. Apply very cold or very 
hot water, changing at proper intervals. Continue 
until swelling is reduced. 

Burns. Never use flour or cotton on burns. Ex- 
clude air and prevent infection from dirt or water. 
Burns are easily infected or cause shock. For burns 
by dry heat, apply vaseline, baking soda, carron oil, 
or olive oil, and wrap in sterilized gauze to exclude air. 
For scalds, apply wet cloths of cool water (sterilized 
if possible), with baking soda or boric acid. Exclude 
air and be careful not to break blister. Treat blisters 
as burns. 

If clothing is afire, smother by rolling on floor or 
wrapping in heavy coverings. Prevent fumes and 
smoke from entering lungs. If clothing is burned to 
skin, cut around it and soak off with olive oil. For 
fire in room, close windows and doors, and attempt to 



350 THE MOTHERCRAFT MANUAL 

smother before using water. To go through smoke, 
put wet cloth over mouth and nose. 

Cuts and Scratches. Hold under running cool water 
to thoroughly rinse out dirt. Wash with disinfectant. 
Take special care with wounds from rusty instruments. 
Scratches may then be painted with collodion, cuts 
covered with court plaster (do not moisten in mouth) 
or surgeon's plaster. 

Fall or Shock. Lay fiat. Apply cold water to head, 
hot-water bag at heart and to feet. Cover warmly. 
Rub arms and legs toward heart, without uncovering. 
Apply mild smelling salts, ammonia, or camphor at 
nose. Never give alcohol without doctor's order. 
Hot milk, tea, or coffee are safe stimulants. 

Foreign Body in Ear. Do not attempt to remove 
by poking. Put in few drops of sweet oil, lay head 
down on that side, till doctor comes. 

Foreign Body in Nose. Do not attempt to remove 
by poking. Let child blow nose, closing opposite nos- 
tril. Call doctor. 

Foreign Body in Throat. If not easily removed 
with finger, hold child by ankles, head downward, and 
slap on back. If swallowed, give soft bread at once 
but do not give laxative. Remove fishbone with fingers. 

Foreign Body in Eye. Do not rub. Encourage 
crying. Blow nose. If visible, remove with corner 
of clean handkerchief. If not visible, pull upper 
lid over lower, and move gently. Wash eyes with 
boric or salt solution. For injury, apply cold cloths 
wet in boric or salt solution. 

Slivers. Remove with a sterilized needle, wash with 
antiseptic and bandage with zinc ointment or paint 
with collodion. Never use a pin. If very difficult 
to remove, apply hot fomentations. 

Use of Water, Heat, and Light. Heat, cold, water 
and light are effective because of their action upon the 
distribution of circulation, rate of metabolism, the local 






HOME NURSING AND FIRST AID IN THE NURSERY 351 

and reflex nerves, the heart action, the chemical condi- 
tion of the blood. Their therapeutic use has only in 
recent years become a science. Extensive study and 
experience is necessary for their efl&cient application. 
A few fundamental principles will guide in their or- 
dinary use, but only a physician trained in hydro- 
therapy and thermotherapy can give directions meeting 
every factor in an individual case. 

Applications affect not only the local part but also 
the parts with which it is reflexly connected. The 
volume of blood can be withdrawn from any part or 
to any part. The first effect of hot applications is 
stimulating; continued for more than ten or fifteen 
minutes (after the surface is reddened) is depressing. 
Cold is first depressing; continued slightly is stimu- 
lating, and long continued becomes depressing. Alter- 
nate heat and cold for three to ten minutes is the most 
stimulating. 

Pain, inflammation or increased secretion in any part 
usually indicates local congestion of blood which needs 
to be withdrawn. Congestion in the head, indicated 
by headache or cold ; or in the chest, indicated by 
chest cold ; or in the abdomen or pelvic organs, can 
be reduced either by a general distribution of blood 
to the surface or by withdrawing the supply to the legs 
and feet. A hot bath or pack draws the supply tdyhe 
surface ; a hot leg bath or pack draws it to these ex- 
tremities. The cool sponge following the hot water 
keeps the blood in these parts, besides reducing the 
temperature of the superheated surface and toning up 
the skin. Hot fomentations draw the circulation to 
the surface, away from the congested internal parts 
directly beneath or reflexly connected. Thus, heat 
applied to the forehead and base of brain reduces head 
congestion ; or as fever is usually present, cold (50° F.) 
will have the same effect and at the same time reduce 
the temperature, while a hot-water bag at the feet will 



352 THE MOTHERCRAFT MANUAL 

maintain the temperature if the fever is mild or ab- 
sent. Congestion in the abdomen or pelvic organs is 
relieved by local applications of heat to these parts 
and to their reflex areas — the buttocks, thighs, feet 
and hands. 

In using heat or cold, the application must be changed 
whenever its temperature approaches that of the body. 
Local hot applications may be continued until the sur- 
face is reddened — from five to twenty minutes. The 
surface is then sponged quickly with water, or 25 % 
alcohol, at 70°-80° F., to prevent superheating of tissues. 
Cold general sponging in fever may be continued ten 
or fifteen minutes, one part sponged and dried at a 
time, patient covered with a light blanket; and re- 
peated every hour. Local cold, as icebags or cold 
cloths, may be continued half an hour, and repeated at 
half hourly intervals. A cold compress is a mild 
counter-irritant. Water reaches tissues below the 
surface, and for deep-seated disorders is therefore more 
effective than dry applications, when practicable. Care 
must be taken to protect hair, clothing and bedding 
from dampness, by use of rubber cloth or oiled silk. 
For young children, temperatures must be less severe 
and changes more gradual than with adults. The nurse 
should test the heat of applications by applying to her 
own face. 

Hot Tub Bath. For chills, convulsions, incipient 
cold, general depression without fever. If patient is 
constipated or had no movement in preceding twelve 
hours, precede by enema, as hot water increases absorp- 
tion from intestinal tract. Give in warm room (70° F.), 
at 100° F., or higher for children over four years. One 
tablespoon mustard (in cheesecloth bag) per gallon of 
water increases effect. Wrap cold cloth around neck, 
and protect hair. Continue five to ten minutes, until 
skin is red, adding hot water carefully to slightly raise 
temperature. Give quick hand rub with water at 



k 



HOME NURSING AND FIRST AID IN THE NURSERY 353 

80° F. unless sweating is desired. Dry quickly, wrap 
and cover warmly. Giving water to drink will increase 
perspiration. After perspiring, rub with 25 % alcohol. 

Hot Leg Bath. For intestinal pain, headache, incip- 
ient cold, cold feet, convulsions. Conditions and 
temperatures as for tub bath. Keep patient well 
covered. Can be given with patient lying in bed, water 
in bucket on chair at side of bed. Rinse with luke- 
warm water, put on stockings, and keep hot-water bag 
at feet. 

Hot Fomentations. To relieve local pain and con- 
gestion. Apply one or two thicknesses of flannel to 
place ; lay on this a double flannel wrung out of boiling 
water, and cover with dry flannel and waterproof. 
Be careful that it is not too hot at first. In changing, 
prevent air striking part. Change every three minutes, 
and continue twelve minutes. Sponge quickly with 
water 70°-80° F. 

Warm Tub Bath (90°-93° F.). For nervousness and 
irritability. May continue, maintaining temperature, 
for half an hour. 

Dry Heat. For chills, neuralgia, rheumatic pain, 
earache. Use thermophore, hot-water bottle, hot 
flannel, salt, bran, hops, soapstone, flatiron wrapped in 
flannel, or Japanese handstove. In using hot-water 
bag, be careful it is not too hot ; wrap in flannel, and 
watch for leakage. Water should be below boiling or 
rubber will be damaged. Press out air before putting 
in stopper. Remove when cool. If electric pad is 
used, turn off current when hot. Continue dry heat 
for half hour periods ; sponge quickly with water 80'' F. ; 
repeat at half hour intervals if necessary. 

Light. Light rays penetrate about two inches below 
the surface, and therefore continue the therapeutic 
effects of heat to the deeper tissues. Systematic sun 
baths may be given. Carbon electric light gives the 
same effect ; it cannot be used to advantage, however. 



354 THE MOTHERCRAFT MANUAL 

with children under four or five years. For pain in 
chest, sore throat, abdominal pain, may be used instead 
of hot water or dry heat. Concentrate the light and 
protect the skin from contact with bulb by a cone made 
of white paper. For earache, use the smallest size bulb. 
Apply for fifteen or twenty minutes, until redness is 
induced, then give quick cool sponge. May be re- 
peated several times during day. 

Cold Bath, Tub or Sponge. For fever. Cool as 
patient can react from, beginning at 85° and working 
lower. Give several times during day, continuing ten 
to fifteen minutes. Add 25 % alcohol for severe cases. 

Cold Compress. Useful as counter-irritant and 
stimulant in sore throat, cough, croup, cold in chest, 
constipation. Wring cloth out of cold water (50°) ; 
wrap on part ; cover with flannel and with oiled silk or 
rubber sheeting. Leave on overnight. For greater 
effect, may be preceded by hot fomentation. For 
throat, apply from ear to ear, bring up behind ears and 
hold in place by tapes over head. 

Cold Cloths for Local Congestion in Head or Back. 
Apply to temples, throat, base of brain, and to spine. 
Change every ten minutes, or sooner if warm. For 
severe congestion and pain, alternate hot and cold 
cloths, changing as soon as warm. 

Feeding in Illness. The food is a great factor in 
recovery from illness, and should be regulated with 
much care. Do not urge eating. Sick animals refrain 
from eating, or seek grass or special herbs. Less food 
is needed when patient is in bed, except in wasting 
diseases. In any illness give simple, easily digested 
food, requiring minimum of chewing, providing much 
nourishment with minimum of effort for patient. In 
disease, provide anti-toxic diet, highly alkaline, with 
little or no purins, laxative (except in intestinal dis- 
orders), dainty, small servings, served hot, with variety 
from day to day. Note all symptoms and fit dietdry 



HOME NURSING AND FIRST AID IN THE NURSERY 355 

to all conditions present. It is an error to stuff a 
cold, but rather it should be starved. Beef tea and 
meat broths contain very little nourishment, but harm- 
ful extractives; their stimulation is in part from ex- 
tractives, in part from the salt and heat. Hot milk, 
toast-water with butter, clear vegetable broths, pro- 
vide the stimulation, with a higher percentage of 
nourishment and minerals, and with none of the dis- 
advantages of meat broths. 

Colds. Reduce food almost entirely for one or two 
days. Follow general diet for illness, or as for constipa- 
tion. 

Constipation. (See page 171.) Increase oils, fruits, 
and fruit juice, especially on rising and at bedtime. 
Oatmeal is laxative to some children, constipating to 
others. Figs, prunes, and seedless dates may be cooked 
together or made into a paste. Pecan nuts, ground 
for children under five, may be used for sandwiches or 
with fig paste. Use olive oil and lemon juice for salad. 
Serve eggs raw. Avoid foods prescribed for diarrhea. 

Diarrhea. Flour browned in oven lightly, then made 
into gruel, cooking twenty minutes ; season with salt. 
Milk boiled, bread toasted ; cornstarch pudding, black- 
berry juice, gelatine, buttermilk made with yogurt 
tablets; especially avoid purins, cellulose, raw milk, 
raw eggs, as well as laxative foods. 

Fever. Moot question whether diet should be 
limited or increased. Reduce proteins, omit purins; 
provide salads, highly alkaline foods, as celery, spinach, 
baked potato, cantaloupe ; allow gelatine, fruit juices, 
strained vegetable purees, pure ice cream, sherbets, 
yogurt buttermilk, whey, toast-water. 

Sore Throat. Infection or from operation. Soft, 
soothing, healing food. Gelatine, honey, dipped or 
milk toast, fig paste, date butter, jellies, raw beaten egg, 
egg and milk, blanc mange, pure ice cream. Avoid hard, 
strongly acid foods, or those requiring any chewing. 



356 THE MOTHERCRAFT MANUAL 

Wasting Diseases. Increase diet to patient's capac- 
ity, especially milk, eggs, spinach, salads, fruits, butter, 
olive oil. 

The Sick Room. Furnishing, care, and cleaning 
should be as for nursery. For a contagious disease, 
disinfect room before and after patient uses. Attend- 
ant should wear cotton dress. Street clothes should 
not be allowed in sick room. Discretion should be 
used regarding visitors ; no one should enter in case of 
contagion. Use separate bed linen and clothing for 
night and day. Turn pillows frequently and change 
position of patient. Use ring of cotton cloth to lift 
head and prevent bedsores. Reduce room temperature 
by hanging up wet sheets. Open dishes of chloride of 
lime will absorb dampness. Charcoal, occasionally 
changed, will absorb odors. Keep all medicines, 
glasses, and food covered, room orderly and well 
ventilated. In contagious diseases, attendant should 
disinfect hands, gargle and rinse mouth with antiseptic 
before eating ; and before leaving the room, wash face 
and hands with weak bichloride solution and remove 
dress, cap, and shoes ; a cap should cover the hair. 

Bathing and Dressing. The sick child should usually 
have a bath twice a day, temperature and method de- 
pending upon his condition. This removal of waste 
will add to his comfort and hasten recovery. A sponge 
bath is less fatiguing than the tub. A salt bath (one 
third cup per gallon of water) is a tonic. It should not 
be used if the skin is irritated. Bran, starch, or soda 
baths relieve chafing, inflamed skin, prickly heat, irri- 
tation in eruptive diseases. To one gallon water use 
half a cup of clean bran, tied in cheesecloth and pre- 
viously soaked ; or a cup of ordinary raw laundry 
starch, or a tablespoon of baking soda. Alcohol 
bath, using one fourth alcohol, is cooling and hardening. 
Pure alcohol reduces heat too rapidly. Oil rub with 
cocoa butter, or olive oil may be used for cleansing in 



HOME NURSING AND FIRST AID IN THE NURSERY 357 

cold weather, for emaciation, or after bath in erup- 
tive diseases. 

Rinse mouth and clean teeth after each feeding, 
using boric solution, weak soda water, mild listerine 
or 1 % menthol solution. Disinfect brush in 70 % al- 
cohol after using. In contagious diseases, or great 
weakness, use a mouth swab, and clean teeth with 
antispetic gauze on toothpick, instead of with brush. 

Maternal Nursing and Hygiene. Constipation, Pur- 
gatives are never to be used, and enemas employed only 
as a last resort. If diet and exercise fail, cascara 
sagrada or compound licorice powder may be used. 

Heartburn. (Acidity of the stomach.) Sometimes 
develops. It may be prevented by avoiding nervous- 
ness, by taking less fat at meals, and drinking a glass 
of rich milk half an hour before mealtime ; if it develops 
after a meal, a soda mint tablet or a quarter of a 
teaspoonful of soda bicarbonate will relieve it. The 
nausea sometimes present in the first four months is 
probably due to auto-intoxication from lack of elimina- 
tion of toxins. Preventive measures include careful 
attention to diet, daily baths, and exercise. If it 
occurs, a cup of hot water slightly salted, or a piece of 
dry, hard toast taken before rising, will usually over- 
come it. Peppermint, acid from grape fruit, salty food, 
whole cloves held in the mouth, or a cold cloth laid 
over the abdomen, are relief measures. It is rarely 
present in the last four months. 

Varicose Veins. May be prevented by avoiding 
fatigue, long standing, and by lying down several times 
a day, especially after meals, for a quarter hour, with 
feet elevated higher than hips. Tight bandaging or 
elastic stockings must be used, if veins become varicose ; 
in severe cases, rest in bed is necessary. 

Hemorrhoids. May be prevented by avoiding con- 
stipation, heavy exercise, overfatigue, and by lying 
down a few minutes after a movement. May be 



358 THE MOTHERCRAFT MANUAL 

corrected by local applications, either of cold or hot 
cloths. 

Pruritus. Local applications of lukewarm bran 
water several times a day, followed by dusting powder 
made by combining one teaspoon salicylic acid with 
one cup cornstarch, will relieve itching. 

Hemorrhage. Patient should be put to bed, hips 
and legs elevated, with local applications of cold cloths 
or styptic cotton. Doctor should be called imme- 
diately. 

Urine. Decrease in quantity (less than one quart 
a day), high color, odor, or sediment, should be reported 
at once to physician. 

Abdomen. After fourth month anoint daily with 
cocoa butter or vaseline to give elasticity to skin. 

Breasts. During last two months wash morning and 
evening with soap and warm water, drying thoroughly. 
Anoint at night with cocoa butter, gently draw out 
nipple. In the morning apply 25 % alcohol. 

Teeth. Rinse mouth after each meal and at bedtime 
with milk of magnesia or weak sodium bicarbonate 
solution, to neutralize acids. 

Childbirth. Primitive women have only slight dis- 
comfort, because of natural outdoor living and unre- 
stricting clothing. Minimum of pain requires well- 
developed pelvis, normal position of organs, strong 
abdominal muscles, previous good hygiene, moderate- 
sized baby, with normal presentation. Narrow, ill- 
shaped pelvis may be caused by rickets, tight 
binders or diapers in infancy, or to indoor life, long 
sitting, and tight clothing in girlhood, especially from 
twelve to sixteen years. Abnormal position of organs 
or of infant may be caused by tight clothing, heavy 
clothing supported from the waist, incorrect posture, 
long hours of standing during girlhood or womanhood. 
Weak abdominal muscles are due to corsets and lack 
gf exercise. Hygiene includes regularity and rest at 



HOME NURSING AND FIRST AID IN THE NURSERY 359 

periods, freedom from excitation of the pelvic organs 
during pregnancy and lactation, an interval of two or 
three years between births, and a condition of reserve 
vitality at the beginning of maternity. An overweight 
baby is produced by overfeeding and lack of exercise 
during pregnancy. Abnormal presentation may be 
corrected by skilful medical care during pregnancy. 
Osteopathic treatment during pregnancy, by a skilful 
practitioner, may improve muscle tone. 

The physician should be selected with special care, 
either a specialist or a general practitioner with an 
extensive successful obstetrical practice ; and the nurse 
likewise. The physician should be consulted and the 
urine examined once a month until the last two months, 
then fortnightly. This is necessary to prevent toxe- 
mias, correct any abnormal position, and prepare for 
any possible complications. Absolute surgical clean- 
liness by physician and attendants is of the greatest 
importance at birth and during confinement. Silver 
nitrate solution for the baby's eyes should not be neg- 
lected. If there are no probabilities of complications, 
if the local physician is competent and can be readily 
reached, and if the home can provide sterile conditions, 
strong artificial light and quiet, the home is preferable for 
confinement; otherwise the hospital is better. Mid- 
wives, unless from accredited foreign training schools, 
with local licenses, and of scrupulous cleanliness, are 
a dangerous investment; a competent physician is 
preferable. With prenatal medical care, an experienced 
physician, and aseptic care during confinement, it is 
a very safe experience. Thoroughly satisfactory an- 
esthetics have not yet been discovered. With atten- 
tion to hygiene from infancy, natural means will mini- 
mize pain. 

Diet should be light during the first few days. Over- 
feeding may cause constipation and poor milk. Rest 
in bed for two weeks, and quiet life, with only light 



360 THE MOTHERCRAFT MANUAL 

exercise, and chiefly out-of-doors, for the succeeding 
month, is necessary for complete recovery of the pelvic 
organs. A few weeks' care and quiet at this time, even 
though the mother feels strong, may prevent months or 
years of invalidism. The physician should make exam- 
inations of both mother and baby four weeks and six 
weeks after birth. 

Nursing. The baby should be put to the breast 
six to twelve hours after birth, when the mother has 
rested, and every six hours for two days ; thereafter, 
according to schedule. This should be persisted in 
for ten days, at least, the milk sometimes not coming 
for a week. This is as important for the recovery of 
the pelvic organs of the mother as for the nourishment 
of the baby. The baby should be given water between 
the feedings, but no food, unless on the doctor's order. 

If the baby is unable to take the breast, through 
weakness or some malformation of the mouth, the milk 
should be drawn out with disinfected fingers or breast 
pump into a sterilized glass, and fed through a sterilized 
medicine dropper, or after two months, with a spoon. 

If the nipples become sore or cracked, a glass breast 
shield with rubber nipple should be used. This is to be 
boiled for five minutes after using, and kept in saturated 
boric solution until needed. If the breasts are heavy, 
congested, or tender, a knitted breast binder should be 
worn, the breasts massaged from base toward the 
center for ten minutes between nursings. If they be- 
come caked, hot fomentations should also be applied 
for fifteen minutes before massaging or nursing. 

Administering Medicine. Use as little medicine as 
possible. When prescribed, give exactly according to 
directions. Wipe mouth of bottle and examine label 
carefully, before and after pouring. Use clean spoon 
and disinfect after using. Remove cork with fingers, 
not with teeth. Avoid getting irritating substances into 
eyes or on tender, broken skin. Make a game of 



Ill' 



; HOME NURSING AND FIRST AID IN THE NURSERY 361 



administering medicine and keep the child amiable, if 
possible. When necessary, hold nose, and put spoon 
back on base of tongue, to administer. 

The Nursery Apothecary Chest. A few essentials 
should be kept at hand in a cabinet, protected from dust. 



-ounce bottle each : 
liquid vaseline 
liquid albolene 
glycerine 
carron oil 
turpentine 
camphor 
oil eucalyptus 
oil wintergreen 
castor oil 
tincture green 

soap 
carbolic 5% 
listerine 



-ounce bottle each : 
peppermint 
olive oil with 3% 

phenol 
syrup ipecac 
soda mint tablets 
chlorate potash 

tablets 
collodion 



J-pound each : 
mustard 

sodium bicarbon- 
ate 
boracic acid 

^-pint bottle each : 
grain alcohol 
olive oil 

compound tinc- 
ture benzoin 
witch hazel 



milk of magnesia 
mineral oil 



Tube or box : 
zinc ointment 
anagelsic balm 
vaseline 
cocoa butter 
Apparatus : 
medicine dropper, sterilized, kept in sterilized jar 
clinical thermometer 
menthol inhaler 
nasal spray ; nasal douche 
thermophore or hot-water bag 
bulb syringe 
court plaster ; surgeon's plaster, small size ; antiseptic 

gauze, small size 
antiseptic cotton; styptic cotton 
sterilized bandages; 18-inch flannel squares; oiled 

silk, paper napkins 
safety pins, needles, tooth picks, handbrush, scissors 



In case of infectious disease, lysol, creolin, or fresh 
chloride of lime will be needed. 

Emetics. Mild: lukewarm water with teaspoon 
salt. Stronger: tablespoon salt or teaspoon mustard 
in glass lukewarm water. Severe: 10 to 20 drops syrup 
ipecac (fresh). 



362 THE MOTHERCRAFT MANUAL 

Laxatives. Mild: mineral oil, milk of magnesia, 
olive oil; one teaspoon for babies, tablespoon at six 
years. For emergency, castor oil, preferably in cap- 
sule, or between layers of orange or grape juice. For 
immediate action, citrate of magnesia. For older chil- 
dren or adults, compound licorice powder may be used. 
Laxative oils should be given between meals ; nutri- 
tive oils shortly after meals. 

Antiseptics. These hinder development of germs. 
For internal use and on eyes, normal salt solution (1 
teaspoon salt to 1 pint water), 2 % boric solution 
(1 teaspoon to quart water), listerine 50 %. For ex- 
ternal use, saturated boric solution (1 teaspoon to pint 
water) listerine, 70 % alcohol, witch hazel. Peroxide is 
uncertain. Use tincture of green soap in warm water 
for washing infected tissues. Use boiled or distilled 
water in making solutions. Put in sterilized bottles. 

Disinfecting. Hands: scrub with hot water and 
tincture of green soap or lysol, clean and trim finger 
nails; for surgical cleanliness, scrub through several 
waters, soak one minute in 70 % alcohol, and dry on 
sterilized towel. Linen from infectious patient : soak 
in solution of J ounce creolin to two gallons water for 
twelve hours before removing to laundry ; boil at once. 
Dishes from infectious patient: burn food; put into 
covered kettle with soap powder; immediately boil 
twenty minutes ; or keep in patient's room ; or use 
papier-mache and burn. Excreta from infectious 
patient (urine, stools, vomitus) : put with equal volume 
of a solution made of equal parts saturated solution of 
chloride of lime and 2 % solution acetic acid or vinegar ; 
let stand quarter hour before disposing. Use tissue 
napkins, squares of cheesecloth or old linen for nose 
and mouth discharges. Put these and soiled dressings 
into paper bag and burn at once. Room : formalde- 
hyde gas. Hot water and soap suds, strong sunlight, 
and fresh air are disinfectants. 



HOME NURSING AND FIRST AID IN THE NURSERY 363 

Sterilizing. Needle : dip in 70 % alcohol, or hold in 
match flame until red. Water : boil twenty minutes. 
Dishes : boil twenty minutes ; keep in water with vessel 
covered, or in boric solution, until needed. Gauze, 
bandages: boil twenty minutes in saturated boric 
solution or 2 % carbolic. Let cool slightly in water, 
wring out with disinfected hands or in sterilized towel. 
Or suspend in cheesecloth hammock tied to handles of 
wash boiler. Cover tightly and steam, with water 
boiling, thirty minutes. Press in sterile towel with hot 
iron, leave wrapped, and keep in covered receptacle 
until needed. Small squares for nursery use : cut and 
tack in bundles of five before sterilizing, store in a 
sterile, covered jar, and remove only as needed. 

Counter 'irritants. These draw the circulation to the 
surface, relieving internal congestion ; they have not the 
chemical or metabolic effect of water and light. Mild : 
anagelsic balm, mentholated vaseline, cold compress. 
Mustard plaster is more severe. Mix one part mustard 
and two parts flour, then bind together with white of 
egg or lukewarm water. Rub lard or vaseline into 
skin before applying. Leave on five to ten minutes. 
If necessary, repeat in six hours, using four parts flour. 
Kerosene, capsicum vaseline, red pepper, are too severe 
for children. Dry mustard may be rubbed behind ears 
for earache. Blistering has no value. 

Patent medicines are expensive and dangerous. 
Avoid them, especially soothing syrups, cough or worm 
medicines, cold or headache cures, tonics. Many of 
these contain forms of opium or of coal tar products 
that affect the heart, and high per cent, of alcohol, 
and are positively dangerous. Hygienic measures are 
safe and more certain. 

Choose a physician who favors hygienic treatment, 
and who knows how to use physiological measures — 
diet, hydrotherapy, massage, open-air treatment — 
. with a minimum of drugs. 



APPENDIX 



365 



W 
Q 
O 
O 

P^ 

O 
1^ 

o 
O 

o 

iz: 
o 

►-4 

H 

O 
Ph 

o 
< 

I 

o 
o 

rH 

> 



00 00 lO 

SOO O O O 1-1 CO (N 1-t o o 



CO t^. 

i-H (N 

o o 
o o 



Tj<lOl^COTt<O5TjHC0 

OOOO^O'thO 

oooooooo 
oooooooo 



o 

(1h 



c<N vocoo5Tt<coiOTt< 05 '<!j«eococo 

2C0»O ■^»OOOrHOO'-ta5t^<OOiO(NTf<(N 00C0t-i»O'^^t}^00 

?»-hOi-hOOOCN(NC0»-(Ot-iO(N(N»0C0"^O<N(NO(N<N(NO 



s 

^ 



e o (N i-t i-H 

S Tt< (M CO O 1-1 

? o o o o o 

s 



1-t CO CO t^ 00 



t^ t^ 00 CO CO CO rj^ 

r-l(NOO'-IC0'-lO 



SOOOOOl>«:>l>OiOTHOOO(NTH(NcOOfH|>i-(»OiOi-iiO 
►iii-i0505 OS00l>C0 t>0000 OOb- r-l|>COJ>t>COCOl>00 



o 



'tjMCOI>t^»00'-iiO»0(NCOiO 'OOTJ<XOCOQI>C005»0>-H0i0 



o < 



X 



.(N S 



'Coo 



gx 



.9 

05 . 



00T-H'«*IC<|THC<|i-li-l'<INC<li-lTHr-IH«C^C<|i-lC0O5COC0C<ICOC<|(NeO 



lO , ^ CO . '"' "p t^ . "^ <^. "^ °9 '"1 '^ '"I . ^. . . . '"I 

>uooicdcdr^o6odi-5TjHr>:o5dco*c<irHdc<irHT-lcDg5TtHMcoco 

t5T-ii0C0r-iO(N(NTlHC0rHC0'<^T-H05<N-*<NC:5'^(N05(NC<J(N<N<N 
tH r-l (M (M (N ^ 



Tt< t-i i> CO 00 1-1 
f^iO (O " " -^ ^ 



) (N lO lO 

■ ifi i-< 



1-1 OCOOO-<^COt^Ot^ i-tOi-tO^OT-fi-iC^IOJ 
O »0 (N CO CO -^ Tt< (N 00 O 00 <M T}< t>. -^ 00 00 00 00 05 

i-ii-lo6c<ii^i-<i-< 'cot^^Oi *corH 'co 



o 






.t^'o 



< 8 



3 g| 



fl ° § 



^ o _3 -+3 Pi 

il.i§iis§:-2-§iili 

d0.tjOflfr2Ci303aj(D(U(U-tf--^H^«^vi^ijijw^H 
iD,0,cJoJo3a)<DOOt^t-.3-Co3<ii,i3,£Hriaoo 

<i<j<fflfqpq«m«PQPQ««OOOOOUOO 






„r*>»QQ+303 -J 

j:^ {r; o Qj - ^ - 

?j flJ a> <D 



oo 



O bD^- 

- - 03 

tji m Qi 

o Qj a 

o o fl 

ai <a ^ 

u t-i O 



366 



APPENDIX 



•<s> 

?^ 

O 

O 



m 
P 
o 
o 

o 

:^ 

I 

o 
1^ 

o 

in 

iz; 

o 
I— I 

H 
O 



Pe3 
O 

o 

I 

o 
o 

i-H 

o 

H 

t5 



o 
























-* 00 ~ 


^ 


1 8888888 




COCOTt< C5C0CO COCJOir-l 









^ 






^ 


9988 8 88 8 888 


§ 


00 

P 1-IO(MO(MOCOIO 




CO CO CO 




Tt<THlO001> (MOO 10l-ll-(Tt< 


i^ 


CO 


q q q th ^_ q co q th q c<j q (N 


fi. 


S 






H 


i i>co<:0(M>ooocoth 
g qqoqqoqq 




th th 05 00 


S 




(NOtHCOCO C0C01> i-(C0CO<M 


5 


q 


q q q q 01 q cn Tf< co q q q r-j 


h 


CO 




10 


s 




C OiTHOOOiOOO 





00500(Mi-lw0005COiOTHXOt^C<l 


6 




ooii>.i>coooo(MK:)Oit>i> 00 

r-1 tH 


^ 


=0 

•2^ 






^ 


J~ COI>OOOCOOCOt}H 


OJ 


00(Nl>THOO(Nl>OCOt^rHiO 


c» CO 00 


CO 


T-^ T-\ 10 <N 05 




5 






&h' 


CO 













10 




^05kO<N(N01^^l>0 


^ 


OTHOi-<iO»OOOit^ 'cooocsjco 


e CO ^ OS 05 


CO 


T-tC<|(NrH ,-(C0 1-1 rH 













73 


d 


d 


OD 


M 






!z; g 





CO 


CO '73 


"1 


c3 

ft 


X 
XJ 






CO(NTt<T-Hl>(MTHrHTH 


1-1 


I>Tj<THC<JrHT-lTt<N|W,-lrHTHTtl!>(N 




^- _ 00 >o T-i q q _ q 





^l>CO ^UOlOO ^rH TJ^ 




^ 00't>^CDI^THo605 


im' 


0' 0' l> 00" CO 06 »0 ^' (N ^' i> 10 06 id 

OC0(M<N(N01C0TtHr>C0<N(NC0O 




^ Tt<(MOO:OC|COOOCC 


00 


g 


tH i-H 




fH 10 i-< (N (N 





<MO5(M00(MI>.Cq Tl^ 


CO 


COCOCDi-lt^OS rHC0»O00 •* 


f>J05TtHOC0050ir-l,-l05 


Oi 


»o q q q t)h q (N t-h q (n q 00 co in 




' 1-1 1-1 (N CO ' rH CO tH" 


c4 


CO tH ' t-1 06 ■ tH IC Oi r-1 * * r-l l> 


1^ 


CO 








• 










K 


T3 






Ca 












W 


<U +3 






. ?. 


A 










Eh 

< 


^ 






t 


I 










% 








ll 








■ ■ -^ 'i ■ ■ ■ 


Q 




IS 
d ce ^ 




8 3121 


"5 




n 

aw 


CD 

o3 a. 




.:i-=ri'i: 



APPENDIX 



367 



;^ 

o 
O 

CO 

O 
O 
P^ 

"A 
O 

o 

O 

o 
w 

"^ 
o 

o 



o 

O 

I 

o 
o 
1—1 

o 

H 

3 





to lO lO lO 










1 


S5 


? o o o o o o o o o o o o o o 2o o oooo 
^ o q q o o o q o q q o o o q q q_ q q q q q 


o 


« 


1— 1 


O 


ecooo TfHTt<<£> i> i>oo CO 


a 


es o 'o • • • • 


H 


1 0000(MC<|COO5O5 C0iOTtH|> t^co 


;^ 


^3 


^ oo**** 




CO 


PQ 


o 






eo 


5 


"j!o<Nco'*b-c<i'<^i>cocoTHiooosi>i-<oooooocow:)coT}< 


fe 


^ CO CO 00 (N 1-1 rH rH 00 

5 






OS 


H 

§ 


^Ot^OOiTHOOOOCO-^-^r^cOCOeOOOiOOCOC^OiOOOiOlMCVD 


p^ 




OD 


^ 


55 a 










.-l(N'-ir-<TH(NTj<00H)P.COi-lT-HTt<(N00<MCOaQOiCO(N(N COCCr-t 




^ »0 T-l ^ ^ . '^. '^. . . '^. . <^. ^. . . "^. "^. "*. . .^.^ . °° '^ 




j^r^ci(X(6c6(xaic6(>io6Sy-^(n<^c6ccc6c6(6^o6c6'r;^t^o6t>- 




Ci!COTt<T-lT-iiO<NO5i-lC0i-H(N00CO<NCO(N(Ni-i'-H(NC0(Ni-l(NC<l(N 


o 


(M(N tH (MtHi-h rj^ Tj1(MTh 


l>COC^00l>Oi<NCO0000C0COt>(Nt^i-li-ICD COt^OiOOOO t}< 


M* r-j lo q lO »o q lo tj< ^_ ^_ cq oq r-< q (n q q i> tjh oq Tl^ q tjh q ^ q 




Oodod ' 'lO 'cO 'o6Tt5r}5(M*i-5i-liOi-lTHTi^t>I *iO ' * *rH 




^ ^ ^ 








. . . 






••■•I- 






. 








• • • a • 


g 












• • • 2 i • 


<5 

§ 


2 M 


1 








1 -.i^M 


o 


S^-'rPojy, o «t3 U3»-. <" 00-^ 


^ 








O Pi^ Ph Oh Ph Ph Ph P- 


'.Si 


.Pl^PhPhP: 


H Ph Ph PQgqcc 


55 

r :: 





368 



APPENDIX 



M 
O 
O 
O 



5 



i 

l-H 


Grams 

0014 

00003 

0014 

0015 

027 

0001 

002 

00005 

0011 

0023 

00005 

0012 






§l>.T-^CO(^^t^^»OTJ^(^qTt^rt^O 
Sr-iOi-iiNOOfNOOOO'-i 

(^ ' ' ■ ' TJH ' ' ■ r-i (M' * ' 


5 


S-^OCOrHOOCOCOOi-HCOiC 

eoooo(NOOOcocoooo 


^ - • * 


o 


«0 
-^ CO -"^ 1-H 1-1 CX) 

o 


1 


3 ^co 


1 

fin 


1 


< 

o 


rt<Tt<O00G000OTt<l>i0J>C35OOO 

l>THCOC<lTj1(MOrHCOl:^ I><NCDtJ< 

Tj< lO CO CO »-< 00 


02 


l> CO 

i>coi>aJiooo(NOi^iooi>ioioo 

»OCOr-l lO tH(M001>(N00 rHi-l 
1-i 1-i ^ Oi Tii (N 


5 


rH CO 1-1 










si 


. . & ft 

tT fa fa b <i^ QJ" <J^ ^ S c^ J J 

^ g i§ 1:1 o;ojj § § § 



o 
d 



OQ O 






a:S 






CJ ►>> 






a-^ 






H 






- rt 






=^ 3 


















o 03 




'^ m 


S o 










■S3 


^ a 








O c8 

a 5i 


^.a 




atJ 


o 






^a 




iss; 


2 o 




rl ". 






iS^l 




1 

"o 


1 • 

■3 o 


0) >-^ 


^ 


CO §• 




•+3 


II 


^■•^ 


CJ 


-Q II 



iS-S 



go 



O M 

J" B 



o ^ 



O ftg 



m c3 t 



§3 
"s^'^ a 

as» 

-M a 



m 




ca tfl-^ 

-(^ 4^ -^ 


o o „ 


CJ ee II 


X X 


HHH 



APPENDIX 
Foods with Acid Balance ^ 

Figures are per lOO-Calorie portion 



369 



Cereals and Grains 


Meats 


Eggs 


Lentils 1.7 


Beef .... 


. 2 to 10 
. 3 to 4 
. 4 to 10 
. 4 to 10 
. 4 to 12 


Yolk . . 
White . . 
Whole . . 


. 7 


Rice 2.7 

Corn 1.8 


Mutton . . . 
Veal .... 


.9.5 
. 7 5 


Wheat flour . . . .2.7 
Whole Wheat . . . .3.3 


Chicken . . 
Fish .... 











Possibly : prunes, plums, cranberries.^ 



Foods with Potential Alkalinity * 

Figures are per 100-Calorie portion 



Less than 5 


5 TO 15 


Dates 


Apples 


Peaches 


Grapes 


Apricots 


Pineapple 


Milk (2.6) 


Bananas 


Potatoes 


Nuts (except peanuts) 


Beans 


Raisins 


Onions 


Cherries 


Radishes 


Pears 


Lemons 


Raspberry juice 


Peas 


Oranges 


Squash 



15 TO 25 



Vert High 



Beets 

Cabbage 

Carrots 

Cauliflower 

Cantaloupe 

Olives 

Tomatoes 



Celery 42.1 

Chard 41.1 

Figs (dried) 32 

Cucumbers 45 

Lettuce 38.6 

Rhubarb. ....... 37 

Spinach 113 



1 From " Food Products ' 
(The Macmillan Company). 

2 Blatherwick. 



', H. C. Sherman, by permission of the publishers 
Complete tables there itemized. 



370 APPENDIX 



4 Principles of Growth 

Height and weight are only one index of physical 
condition. They must be interpreted in connection 
with other factors, as organic and muscular conditions, 
appetite, energy. 

Growth is not constant and regular but by spurts. 
Increase in height and in weight usually do not proceed 
together but alternate. 

Two types of individuals are distinguished : 

a. Rapid growth in height and weight until 9 to 12 

years 
Slower growth 12 to 16 years 
Early maturity (12 to 14 years, girls ; 13 to 15 

years, boys) ; 

b. Slow growth in height and weight until 12 to 15 

years 
Rapid growth after acceleration begins 
Late maturity (14 to 16 years, girls ; 15 to 18 
years, boys). 
Growth is influenced by various factors. 
I. Heredity. 

1. Race. Americans average heavier than Euro- 
peans, and taller than Europeans except Swedish, 
Danish, and Dutch. Children of Irish parentage aver- 
age taller than children of German parentage. Chil- 
dren of American-born parents are in this country 
taller and heavier than children of foreign-bom parents. 

2. Family. Children tend to approximate height 
and build of family; good hygiene slightly increases 
average above immediate ancestors. 

3. Sex. See pages §72-375. 
II. Environment and Hygiene. 

1. Hygiene. Good hygiene promotes growth in 
height and weight. Breastfed babies are usually 
found to increase more rapidly than those artificially 
fed, and this growth impulse continues through life. 
See page 100. 

A comparative study recently made of (a) 278 
children in well-nourished families, (6) 1,000 orphan 



1 

Mcto. Birth 3 

KSSI 1 1 1 1 \ 

20 


9 12 
I 

r?- 

y 






4z 





B. 



4 r> r. 7 R n lo 12 1.1 




Months 


Birth 




3 




6 




9 




n 




inches 




























30 






















/\ 






















y 


^ 






















y 


/ 




_. 




















y 


/ 








^ 


3 


26 










y 


/ 








^ 


^ 














y 


/ 




y 


y 












24 






/ 






■y 




















/ 




''/ 


■y 


















22 




/, 


<^ 
























; 


•/ 
























20 





























D. 



te.r. 


1 


2 


J 


4 




> 


5 : 


« 


t 


10 11 12 


Inches 
































































































































































/ 




























/ 


























^ 




y. 






















































/". 


































^n 




















^^. 














































































/ 














4fi 














/ 


^ 








































U 






































































































































































































































/ 
































































































































































































































































































































































































































f 














... , , . 









Height and Weight Charts. 
A. Weight during the first year of 120 well-cared-for children (1) . 



compared with the average given by Dr. Holt (2) ; and that 

of 500 institution children (3) . 

B. Height during the first year of 120 well-cared-for children (1) , 



compared with the average given by Dr. Holt (2) , ; and that 

of 500 institution children (3) . 

C. Weight of 278 well-cared-for children, ; compared with 1,000- 

orphan asylum children, ; and 69,000 school children, 

D. Height of 278 well-cared-for children, ; compared with 1,000 

orphan asylum children, ; and 98,000 school children, 



APPENDIX 371 

asylum inmates, (c) 69,000 public school children, 
revealed a difference of six (6) inches average height 
and twenty (20) pounds average weight, at twelve 
years of age, in favor of the first group, living under 
good conditions of nourishment, exercise, and hygiene, 
above the public-school group, the asylum group being 
intermediate.^ 

Illness retards growth, especially weight; adenoids 
retard growth in height and weight. 

2. Urban or rural environment. Country children 
average taller, heavier, and greater lung capacity than 
city children. 

3. Season. In the North Temperate Zone, increase 
in height is greatest from December to July, least from 
June to January ; growth in weight is the reverse. 

Maturity. Various factors influence the age of physio- 
logical maturity. 

1. Sex. Girls mature at from 12 to 16 years, two 
years earlier than boys, — from 14 to 18 years. The 
period of adjustment is longer, slower, and with less 
stress and upheaval with boys than with girls. 

2. Growth. Children above the average in height 
and weight at 12 years mature earlier than those at or 
below average height and weight. 

3. Climate. Maturity is earlier in warm climates, 
and later in cold climates. 

4. Urban or rural environment. Maturity is earlier 
with city children, later with country children. 

5. Stimulation. Stimulating physical or psychical 
influences, as a stimulating diet, use of alcohol, early 
social dissipation, reading and plays that stimulate 
sex interest, tend to cause earlier maturity. 

Children mentally defective, retarded, or laggards 
in school, are usually shorter and lighter weight and 
smaller lung capacity than the median for normal 
children. 

Children above the median in height, weight, and 
lung capacity (the three are usually found together) 

1 Amer. Jour. Diseases of Children, November, 1914. Doctor 
Roland G. Freeman. 



372 APPENDIX 

are usually above the average in school grades of other 
children the same chronological age. Such children 
may be from 1 to 5 years older physiologically and 
mentally than children of the same chronological age 
who are below the median in height and weight. 

Proportions. 

During the entire growth period the proportions of 
different parts are constantly changing because of 
their uneven rate of growth. The awkwardness, easy 
fatigue, and weakness during childhood and adoles- 
cence are in no small measure due to these changing 
proportions and their inadequacy as compared with 
their adjustment in maturity. 

The following variations from the average are in- 
dices of weakness, and measures should be taken for 
bringing them to normal.^ 

1. Over average weight with under average height.^ 

2. Under average weight with over average height.^ 

3. Chest circumference less than head circumference 
after two years, or less by more than one-fourth inch 
under two years ; or chest circumference less than the 
following proportions of the body length: first year, 
60% ; 1 to 6 years, 56% ; 6 to 9 years, 52%.^ 

4. Circumference of abdomen more than chest. 
The Tables for the first five years are a composite 

of the figures by Holt (compiled from several hundred 
hospital and private practice cases in New York City), 
the American Medical Association (compiled from 
several thousand cases in 23 States), the Life Extension 
Institute, and the Better Babies' Bureau of the 
Woman's Home Companion. In the main, the mini- 
mum figures are those of Dr. Holt, the maximum those 
of the Woman's Home Companion. The figures of 
Dr. Freeman from 278 children in private • practice 
(see page of Charts) are from 5 to 10 per cent higher 
than the maximum given in the Tables, for height and 
weight. 
All measurements are without clothing. 

1 For normal relativity see tables, pages 374, 375. 

2 Daten und Tahellen, Vierordt. 



APPENDIX 



373 







Height 


— Boys 1 






Age 


Range 
Inches 


Gain 
Inches 


Age 


Range 

Inches 


Gain 
Inches 


Birth . . . 
3 mo. . . . 
6 mo. . . . 
lyr. . . . 


19i-20J 
21-23 i 
25-26i 
29-29 i 


31 

3i 

9-10 


2yr. . . . 

3 yr. . . . 

4 yr. . . . 

5 yr. . . . 


31-33 J 
34-37 
36-391 
39-42^ 


3-4 
3-3i 
1-3 
1-3 



Until acceleration period, annual gain . . 1-2 inches. 

During acceleration, annual gain .... 2-3 inches. 

Acceleration period : girls, 11 to 14 years ; boys, 13 to 15. 
Slight gains after acceleration period. 
After three years, height varies during day, being 
greatest on rising, shortest at night. 





Weight - 


- Boys ' 


Age 


Range 
Pounds 


Gain 
PorNDS 




Birth .... 
3 mo. . . . 
6 mo. ... 
9 mo. . . . 

1 yr 

2yr 

3 yr 

4 yr 

5 yr 


6i- 7i 
12i- 
16 -171 
17^-20 
201-22 
261-271 
31J-33i 
35 -38 
41 -43 


12-15 

5i-6 
4^-6 

5 -6 


Weight doubled : 5 months 
Weight trebled : 1 year 
Weight quadrupled : 2§ years 
Weight fivefold : 4 years 
Loss of weight first 3 days 
Regained by 7th to 10th day 
Weekly gain : 

1st 5 months, 6 to 8 ounces 
To 1 year, 4 to 6 ounces 



Acceleration period: girls, 11 to 16 years; boys, 13 to 18. 

Weight varies during day, being greatest after 
supper, lowest before breakfast. 

Girls nearly cease growing at about 17 years, boys at 
about 23 years. 

Lung capacity is greater in boys than girls, all ages. 

1 Girls average ^ inch shorter until 2 to 4 years, then 1 to 2 
inches shorter until 11 to 14 years; ^ to 2 inches taller 11 to 14 
years ; then shorter. 

2 Girls average i pound lighter than boys during first year ; 
then 1 to 2 pounds lighter until 12 years ; 2 to 3 pounds heavier 
until 14 years, then lighter. 



374 APPENDIX 

Relative Weight and Height Table —Boys * 

The figures represent weight in pounds 



SI 

c3 


i 


i 


^ 


02 


to 


t 




t 


i 


^ 


i 






1 


i 


i 


k5 


lO 


CO 


t> 


00 


05 


o 


tH 




CO 


tH 


»c 


CO 

1— ( 


r-l 


00 


Oi 


g 


39 


35 
































40 


38 


36 






























41 


39 


39 






























42 


41 


41 






























43 


42 


42 


42 




























44 


m 


44 


43 




























45 




46 


46 


45 


























46 




48 


48 


48 


























47 






49 


50 


50 
























48 






54 


53 


53 


53 






















49 








54 


55 


55 






















50 








57 


58 


58 






















51 








59 


60 


60 


61 




















52 










62 


62 


61 


63 


















53 










62 


65 


65 


67 


67 


67 














54 










65 


68 


68 


70 


71 


71 














55 












69 


71 


75 


75 


76 














56 












71 


77 


76 


78 


79 


79 












57 














77 


79 


80 


82 


82 












58 














78 


84 


85 


86 


87 












59 
















84 


86 


90 


91 












60 
















85 


91 


94 


95 


90 










61 


















98 


97 


99 


96 










62 


















99 


103 


106 


104 


104 








63 


















100 


107 


112 


112 


110 


118 






64 




















114 


118 


120 


117 


120 


120 




65 




















122 


119 


122 


122 


120 


126 


125 


66 






















121 


125 


125 


126 


129 


130 


67 






















128 


129 


128 


131 


134 


132 


68 






















133 


133 


130 


136 


136 


136 


69 
























134 


136 


139 


139 


139 


70 
























136 


140 


143 


144 


145 


71 


























140 


146 


146 


146 


72 






























149 


154 


73 
































165 



APPENDIX 
Relative Weight and Height Table — Girls ^ 

The figures represent weight in pounds 



375 



2» 




































34 






00 


i 

OS 


o 


OQ 


03 
(N 


CO 


cri 




CO 




to 

00 


to' 
a 

2 




39 


















40 


37 


35 






























41 


38 


37 






























42 


41 


39 


39 




























43 


41 


41 


42 




























44 


45 


43 


44 


42 


























45 




45 


45 


45 


























46 




48 


47 


47 


























47 






50 


49 


49 
























48 








51 


51 
























49 








53 


53 


54 






















50 








56 


56 


57 






















51 










59 


58 


60 




















52 










63 


62 


62 


63 


















53 












64 


63 


66 


65 
















54 












69 


68 


69 


68 
















55 














70 


71 


73 
















56 














75 


75 


76 


78 














57 
















78 


80 


83 














58 
















83 


86 


88 


89 












59 
















88 


89 


93 


97 


100 










60 
















94 


94 


96 


100 


104 


109 


103 


99 


99 


61 


















99 


100 


102 


109 


109 


106 


105 


111 


62 


















104 


104 


106 


111 


110 


107 


111 


114 


63 




















107 


109 


116 


110 


112 


113 


114 


64 




















112 


118 


116 


117 


114 


119 


115 


65 




















114 


118 


121 


125 


120 


123 


125 



1 From the Ninth Yearbook of the National Society for the Study of Edu- 
cation, by courtesy of the author, Doctor Thomas D. Wood. (Data are based upon 
examinations, during fourteen years, of pupils in Horace Mann School, New 
York City.) 



376 



APPENDIX 
Pulse 1 



Age 


Per Minute 


Birth 






130 


6-12 mo. 






105-115 


2-6 yr. 






90-105 


7-10 yr. 






80-90 


11-14 yr. 






75-85 




Respiration ^ 






(During sleep) 




Age 


Per Minute 


Birth 






35 


1 yr. 






27 


2yr. 






25 


6yr. 






22 


12 yr. 






20 


Adult 






16-18 



Pulse and respiration in infants may be normally 
irregular and the rate greatly modified by apparently 
slight causes. In very young infants regular rhythmic 
breathing is seen only in sleep, and rhythm is not fully 
established before two years. 

Temperature in young children is normally 98°- 
99.5°F., taken by rectum; it occasionally rises to 
100.5 in apparently perfect health. It is normally 
higher in late afternoon.^ 

The rate of circulation (time required from leaving 
the heart till return to the heart) is in the newly born 
12 seconds, at 3 years 15 seconds, in the adult 22 
seconds.3 

1 Holt. 

^ Uffelmann, quoted by Holt. 

8 Vierordt, quoted by Holt. 



APPENDIX 
Infant Mortality 



377 



The infant mortality rate is the number of deaths 
of babies which occur for every 1,000 live births. 
Figures in the United States are available only for 
that part of the country known as the registration 
area, where the reporting of births and deaths is legally 
required. It is important that the birth of every child 
should be registered, and that laws requiring registra- 
tion should be enforced in every State. 



Deaths of Infants Under One Year of Age Per i,ooo Live Births 
in Foreign Countries ^ 



Country 



Year 



Rate 



Russia .... 
Ceylon .... 
German Empire . 
Austria .... 

Italy 

Switzerland . . 
England and Wales 
Ireland .... 
France .... 
Australia . . . 
Norway .... 
New Zealand . . 



1909 


248 


1912 


215 


1911 


192 


1912 


180 


1911 


153 


1911 


123 


1912 


95 


1912 


86 


1912 


78 


1912 


72 


1911 


65 


1912 


51 



The New York Milk Committee states that an infant 
mortality rate above 50 per 1,000 is preventable by 
sanitation, hygiene, prenatal care, and the instruction 
of mothers ; and that a rate beyond this is imf air to 
the babies, and a disgrace to the community for its 
negligence. 

^ In the United States the rate in the registration area, ac- 
cording to the Census of 1910, was 124 per 1,000, a total of 
159,435, from which the Census Bureau estimates the total deaths 
for the entire country as 300»000 under 1 year of age. 



378 



APPENDIX 



Principal Causes of Death During Growth 

Registration Area, United States, including about 65 per cent, of 
population. For the year 1913. 





Under 


1-2 


2-3 


3-4 


4-5 


5-9 


10-20 


Cause op Death 


1 Yr. 


Yrs. 


Yrs. 


Yrs. 


Yrs. 


Yrs. 


Yrs. 


1. Congenital de- 
















bility . . . 


60,551 














2. Premature . . 
















birth . . . 


27,359 














3. Injuries at 
















birth . . . 


5,131 














4. Digestive . . 


43,243 


9,942 


2,653 


1,124 


697 


1,968 


2,939 


6. Respiratory . 
















(except tuber- 
















culosis, chiefly 
















pneumonia) . 


25,274 


9,272 


3,567 


1,724 


1,055 


2,296 


2,502 


Tuberculosis . 


2,491 


1,879 


1,053 


693 


507 


1,702 


8,350 


6. Whooping . . 
















cough . . 


3,442 


1,516 


596 


301 


152 


246 


40 


7. Measles . . 


2,011 


2,562 


1,117 


584 


302 


660 


346 


8. Diphtheria 
















and croup 


913 


1,857 


1,781 


1,498 


1,293 


3,171 


918 


9. Scarlet fever . 


255 


618 


798 


684 


603 


1,563 


621 


10. Influenza . . 


608 


171 


105 


47 


42 


126 


202 


11. Smallpox 1 . . 


27 


4 


4 


3 


— 


5 


8 



The death rate is higher during the first five years 
than at any other five-year period ; higher during the 
first year than any other year ; highest during the first 
month ; and its maximum is during the first week of 
life. 

It is estimated that about fifty per cent, of all children 
die before they are born. Life is conferred at concep- 
tion, and miscarriage is really death before birth. The 
registration of stillbirths, with causes, should be required 
by law, as it now is in some foreign countries. 

Diarrhea and other digestive disorders are prevalent 
causes in summer ; pneumonia and colds in winter. 

^ Before vaccine was generally used, was as prevalent as tuber- 
culosis. 



APPENDIX 379 

Of the deaths from summer diarrhea, about 90 per 
cent, are babies artificially fed, compared with 10 per 
cent, naturally fed. 

Mortality in Pregnancy 

United States Registration Area, 1913 

Puerperal septicemia (blood poisoning, due to lack of sur- 
gical cleanliness in care) 4,542 

Albuminaria and convulsions (usually preventable by 

regular examination of urine) 2,397 

Accidents (frequently preventable by prenatal hygiene 

and skilful medical supervision) 2,703 

Other causes 368 

10,010 



Most of these deaths were due to preventable causes. 

Even with these preventable deaths, the chances of 
death in childbirth were only 1 in about 200 births. 

In every community where instruction has been pro- 
vided in prenatal hygiene and the care of infants, a 
marked reduction has resulted, both in prenatal deaths, 
in mortality in pregnancy, in infant mortality and in 
the inability of mothers to nurse their babies. 



BIBLIOGRAPHY 

The following annotated list has been carefully 
selected, the purpose being to include the most valuable 
and indispensable books, those that readers will find 
positively and constructively helpful, and that amplify 
or illustrate the principles taught in this volume. 
Many helpful books are necessarily omitted for lack 
of space. 

It is usually impossible to say that any one book is 
the best on its subject. One book will be better than 
another for individual readers, according to their in- 
dividual experience, training, environment, and prob- 
lems. In the main, the publications listed are of ap- 
proximately the same caliber as the present Manual. 
In the list of periodicals, note is made of those that are 
official publications of organizations. By including 
in the description of each book the year of publication, 
number of pages, price, and whether illustrated, the 
reader has some further clue to its character. Books 
including a bibliography are usually more systematic 
and scientific than those without such a list. The 
dates given are those of latest edition or translations, 
to 1916. Prices quoted are net, and do not include 
transportation. 

I. Books. 

I. &. Pamphlets and Bulletins. 

II. Periodicals. 

III. Organizations and Institutions. 

t Titles especially recommended for libraries, class use, and 

private ownership. 

a Books of a more elementary character. 

c Books of a more technical character. 

° Also useful for pictures. 

381 



882 BIBLIOGRAPHY 

Chapter I. Mothercraft and Home-making Education 

I. Barnes, Earl. Woman in Modern Society. Huebsch. 1912. 
258 p. $1.25. Social responsibilities of modern women; 
education for home-making. 

Froebel, F. Letters on Kindergarten. Bardeen. 1891. 
331 p. $1.50. Froebel's plan for a training school, and 
description of its operation; beginnings of Pestalozzi- 
Froebel House. 

Nearing, Scott, and Nellie M. S. Woman and Social Prog- 
ress. Macmillan. 1912. 281 p. Bibl. $1.50. The 
biological, domestic, industrial and social phases of woman's 
progress ; home-making education. 

Oppenheim, Nathan. Development of the Child. Mac- 
millan. 1898. $1.25. See his Chap. XI, The Profession 
of Maternity. 

Read, Mary L. Mothercraft Education. (In preparation.) 
Historical review ; methods and curriculum, 
t Spencer, Anna G. Woman's Share in Social Culture. Ken- 
nerly. 1913. 331 p. Bibl. $2.00. Responsibilities and 
opportunities, in home and society. 

Tarbell, Ida M. The Business of Being a Woman. Mac- 
millan. 1912. 238 p. $1.25. Social, civic and home 
responsibilities. 

(The three following collections are comprehensive in scope, 
covering the field of child development, care, training and 
social welfare.) 

Guide Book to Childhood. Issued by the American Institute 
of Child Life. Synopses from authorities. Annotated 
reference list. $2.50. 

Library of Home Economics. 1909. 12 vol. Also abridged 
ed. 2 vol. Bibl. Prepared by a board of authors, special 
authorities. Includes domestic science as well as child 
care and training. Issued by the American School of 
Home Economics, Chicago. 

Parents and their Problems. 1915. 8 vol. $15. Nat. 
Mothers' Cong. Quotations from various authorities. 
1.6. Andrews, Benj. R. Education for the Home. U. S. Bureau 
Education. 1914. 4 pamphlets. 428 p. Illus. Bibl. 
$.75. Survey of present status and methods of home- 
making education in U. S. 

Bolce, Harold. Training for Motherhood. Gd. Hskp. 
Mag. Sept., 1912. 8 p. Illus. Sesame House for Home 
Life Training (London), and the School of Mothercraft 
(New York). 



BIBLIOGRAPHY 383 

Comstock, Sarah. Mothercraft. Gd. Hskp. Mag. Dec, 
1914 -June, 1915. Illus. School of Mothercraft; child 
care and training. Also in bound volume. Hearst. 
1915. 214 p. Illus. $1.00. 

Huddleston, Mrs. J. H. Should the College Curriculum be 
Modified? 1909. Report of Committee of Assn. Col- 
legiate Alumnae, regarding home-making courses in college 
curriculum. 

Read, Mary L. What Every Mother Knows. Outlook, 
Feb. 3, 1912. 6 p. Scope and spirit of mothercraft train- 
ing ; outline of curriculum. 

Read, Mary L. Mothercraft. Jour, of Heredity, Aug., 1916. 
School of Mothercraft and National Association. 

U.S. Bureau of Education. Reading Courses for Parents. 
Free. 
II. American Motherhood. Cooperstown, N. Y. $1.50. Popu- 
lar articles on the home, child care and training. 

The Child (London). Stechert. $5.25. Authoritative arti- 
cles on child care, training, social welfare ; special educa- 
tion for young women in England ; book reviews. 

Child Life. Amer. Insti. Child Life. Philadelphia. $1.00. 
Reviews of current literature on child care and training; 
book reviews. 

Child Welfare Magazine. Lippincott. $1.00. (Mo. Cong, 
and Parent-Teachers' Assn.) Child training ; organization 
reports. 

Home Progress. Houghton. $3.00. Articles on home life 
and child training; book reviews. 

Journal of Home Economics. Baltimore. $2.00. (Amer. 
H. E. Assn.) Popular and technical articles on home 
economics and home-making. 

Mothers' Magazine. D. C. Cook, Elgin, 111. $1.50. Popu- 
lar articles on child training and care. 
III. American Home Economics Association. Baltimore, Md. 
Membership organization of home economics teachers, 
housekeepers and others interested in progress of home 
life. Annual meeting; publishes annual proceedings, 
bulletins. Journal of Home Economics. 

American Institute of Child Life. Philadelphia. An edu- 
cational institution which furnishes its members personal 
service of books, correspondence, bulletins, on home- 
making, children's education, play, vocational guidance. 
Works through individual homes, and clubs of its members. 
Publishes Child Life. 

International Congress of Mothers, and Parent-Teachers 



384 BIBLIOGRAPHY 

Association. Washington, D. C. Mrs. Frederic Schoff, 
President. Organizes clubs and public meetings; fur- 
nishes speakers, programs, reading lists, literature, per- 
sonal correspondence. Publishes Child Welfare Magazine. 
Holds annual meeting. 
National Association for Mothercraft Education. New York 
City. Co-operates with organizations, institutions and 
communities in the development of systematic courses 
of training in mothercraft ; issues bulletins. 

Chapter II. Home and Marriage 

I. Cabot, Richard C. What Men Live By. Houghton. 1914. 

341 p. $1.50. Illuminating chapters on love and marriage. 
Cannon, Frank J., and Knapp, Geo. L. Brigham Young and 

his Mormon Empire. Revell. 1913. 350 p. Illus. $1.00. 

History and present ideals and customs, by a man brought 

up in Mormonism, and author of the play ** Polygamy." 
Crow, Martha Foote. The American Country Girl. Stokes. 

1915. 367 p. Illus. $1.50. Includes chapters on choice 

in marriage, home life. 
Drummond, Henry. The Ascent of Man. Potts. 1898. 

346 p. $1.00. Chapters on the evolution of a mother 

and of a father. 
Ellwood, Chas. A. Sociology and Modern Social Problems. 

A. B. Co. 1910. 331 p. Bilb. $1.00. Chapters on the 

family, values of monogamy, causes of family instability. 
Gillette, John M. The Family and Society. McClurg. 

1914. 164 p. Illus. Bibl. $.75. Brief history, values, 

tendencies, reforms ; divorce. 
t Goodsell, Willystine. History of the Family as a Social 

Institution. Macmillan. 1915. 600 p. Bibl. $2.00. 

History of family and marriage from primitive times; 

values ; divorce ; suggested reforms. 
Hillis, Mrs. Newell Dwight. American Woman and Her 

Home. Revell. 1913. 186 p. $1.00. Practical psy- 
chology of harmonious family life. 
Ringrose, Hyacinthe. Marriage and Divorce Laws of the 

World. Stechert. 1911. 270 p. $2.50. Includes Europe, 

Asia and America. 
Wilson, Jennie L. Legal and Political Status of Women in 

the U. S. The author. Cedar Rapids, la. 1912. p. 336. 

$2.00. Statement of the common law, and a compendium 

of th« laws oi ©ach State relating to marriage, property 

rights, divorce. 



BIBLIOGRAPHY 385 

1.6. A Marriage Contract and Creed. School of Mothercraft. 
1916. $.50. Summarizes the responsibilities and rights of 
each party to the contract ; presented as a basis for prenup- 
tial discussion and comparison of standards, tastes, and ad- 
justment of practical problems. 
(See also Chap. I.) Other standard writers : Lyman Abbott, 
Franklin H. Giddings, E. J. Hardy, George E. Howard, 
E. A. Ross, James H. Tufts, Lester F. Ward. 



Chapter III. Household Management and Efficiency 

I. Frederick, Christine. The New Housekeeping. Double- 
day. 1913. 265 p. Illus. $1.00. Practical demonstra- 
tion of efficiency methods applied to housekeeping. 

Kinne, Helen, and Cooley, Anna M. Foods and Household 
Management. Macmillan. 1913. 401 p. Illus. Bibl. 
$1.10. Dietetics, cooking, marketing, sanitation, house- 
hold management, budget, laundering. 

Kinne, Helen, and Cooley, Anna M. Shelter and Clothing. 
Macmillan. 1915. 377 p. Illus. Bibl. $1.10. Fur- 
nishing, heating, cleaning, textiles, sewing. 

Nesbitt, Florence. Low Cost Cooking. Amer. School 
H. E. 1915. 127 p. Illus. Bibl. $.50. Economy in 
recipes, menus, buying, fuel ; home-made fireless. 

Richards, Ellen H. Cost of Living. Wiley. 1915. 154 p. 
Illus. $1.00. How to practically reduce cost by organi- 
zation and sanitation. 

Do. Cost of Food. WHey. Rev. Ed. 1915. Illus. 
$1.00. 
1.6. Andrews, Benj. R. A Survey of your Household Expenses. 
T. C. 1912. 12 p. $.10. Practical methods of appor- 
tioning expenses and keeping household accounts. 

Furst, Mary L. Household Management. T. C. 1911. 
24 p. Bibl. $.10. Syllabus giving helpful bird's eye 
view of household management. U. S. Dept. of Agricul- 
ture, Washington. Pamphlets on equipment, economy. 
II. Housewives' Magazine. Housewives League, New York 
City. $1.00. Pure foods, improved markets, practical 
marketing. 

Journal of Home Economics (See Chap. I.) 

See also Good Housekeeping Magazine, Ladies Home Journal, 
Delineator, Forecast. 
III. Good Housekeeping Institute, New York City. 

Examines housekeeping utensils and foods ; issues bulletins. 



386 BIBLIOGRAPHY 

Housewives League. 25 W. 45th St. New York City. 
Membership organization of housewives for pure food, 
sanitary markets, honest weights, reduction of food cost. 

(See also Chap. IX.) 

Chapter IV. Eugenics, Biology, Sex Hygiene 

I. Cabot, Richard C. The Christian Approach to Social Moral- 
ity. Y. W. C. A. Press, N. Y. C. 1913. 99 p. $.50. 
The Consecration of the Affections and other essays. 

Cabot, Richard C. What Men Live By. (Chap. II.) 

Davenport, Chas B. Heredity in Relation to Eugenics. 
Holt. 1911. 298 p. Illus. Bibl. $2.00. Biological 
data and family histories tracing heredity of unit charac- 
ters and methods of transmission. 

Davenport, Chas. B. State Laws Limiting Marriage Selec- 
tion. Eugenics Record Office, Cold Spring Harbor, Long 
Island. 1913. 66 p. 111. Bibl. $.40. Laws for each 
state ; criticism from eugenics standpoint. 

Dawson, George E. The Right of the Child to be Well Born. 
(a) Funk. 1912. 144 p. Illus. $.75. Principles of 
eugenics ; responsibility toward the child. 

Exner, M. J. The Physician's Answer. Y. M. C. A. Press, 
N. Y. C. 1913. 50 p. $.25. Medical authority contra- 
dicting prevailing misconceptions regarding sex. 

Foerster, F. W. Marriage and the Sex Problem. Stokes. 
1912. 228 p. $1.35. Biological, medical, psychological 
and social phases. 

Galton, Francis. Eugenics : Its Definition, Scope and Aims. 
Amer. Jour, of Sociology, July, 1904. Also in his Socio- 
logical Papers. 

Geddes, Patrick, and Thomson, J. Arthur. Sex. Holt. 
1914. $.50. Biological and sociological aspects of sex 
in human life. 
tGuyer, M. J. Being Well-born. Bobbs-Merrill. 1916. 
250 p. Illus. Bibl. $1.00. A popular and interesting 
account of genetics and eugenics, thoroughly scientific. 
t Jewett, Frances G. The Next Generation, (a) Ginn. 

1914. 235 p. 111. Bibl. $.75. Concrete account of 
heredity and eugenics, especially for young people. 

Jordan, David S. Heredity of Richard Roe. (a.) Unitarian 
Press, Boston. 1913. 165 p. $1.20. In story form; the 
principles and facts of heredity and eugenics, 
t March, Norah H. Towards Racial Health. Routledge. 

1915. Illus. Bibl. 326 p. $1.50. A comprehensive 



BIBLIOGRAPHY 387 

book especially for young people, includes physical, bio- 
logical, psychological and social phases. 

Pussey, Wm. A. Syphilis as a Modern Problem, American 
Medical Assn.Press, Chicago, 1914. 128 p. $.25. An au- 
thoritative statement regarding medical and social phases. 

Reed, Chas. A. L. Marriage and Genetics, Galton Press, 
Cincinnati, 1913. 183 p. $1.00. The most definite 
statement of practical application of laws of heredity of 
unit characters ; the eugenic medical examination. 

Saleeby, C. W. Parenthood and Race Culture. Moffatt. 
1909. 398 p. $2.50. Principles of eugenics in theory 
and practice ; race poisons. 
II. The Eugenics Review. Edited by Eugenics Education 
Society. Huebsch. $5.25. Authoritative articles on 
heredity and social phases of eugenics. 

The Journal of Heredity. Edited by Amer. Genetic Assn. 
Washington, D. C. $2.00. Articles on plant, animal and 
human heredity ; eugenics. Book reviews. 

Social Hygiene. Edited by Amer. Social Hygiene Assn., 
New York City. $2.00. Devoted especially to these 
phases of social reform. 
III. American Genetic Association. Washington, D. C. Devoted 
chiefly to biological research and study. 

American Social Hygiene Association. New York City. 
Chas. W. Eliot, Hon. Pres. Devoted to social surveys, 
legislation, law enforcement, education; lecture bureau, 
lantern slides, pamphlet literature, information bureau. 

Eugenics Education Society. London. Founded by Francis 
Galton. Conducts public lectures for education; issues 
pamphlets. 

Pamphlets issued by the above organizations, also by 
Health Education League (Boston), and by Association 
Press. 

Examination of family histories, with advice on hereditary 
probabilities, made by Eugenics Record Office, Cold 
Spring Harbor, L. I. No fee. 

Physical examinations (Chap. VIII). 

(See also Chap. X 4C.) 



Chapter V. Growth and Development 

Baldwin, Burt T. Physical Growth and School Progress. 
(c) U. S. Bureau Educ. 1914. 188 p. Charts. Bibl. 
$.25, 



388 BIBLIOGRAPHY 

Baldwin, James M. Story of the Mind, (a) Appleton 
1898. p. 226 Illus. $.35. Brief, clear, concrete state- 
ment of psychology, with applications. 

Barnes, Earl. Studies in Education. The author, Phila- 
delphia, Pa. Each vol. $2.00. Two volumes containing 
twenty illuminating studies of children's social ideas and 
ideals. 

Bryan, E. B. Nascent Stages in Development and their 
Pedagogical Significance. Ped. Sem. Oct., 1900. 39 p. 
Bibl. Summary of characteristics and interests of child- 
hood, youth, adolescence. 

Chamberlain, A. F. The Child. Scribner. 1900. 495 p. 
Illus. Bibl. $1.50. A compendium of researches to 
date; growth, physical and psychological development, 
meaning of youth, play ; the child and the savage. 

Drummond, W. B. The Child : His Nature and Nurture, 
(a) Button. 1910. 146 p. Bibl. $.35. 

Hall, G. Stanley. Aspects of Child Life. Ginn. 1907. 
326 p. Bibl. $1.50. Reports of special studies on con- 
tents of children's minds, collecting, curiosity and interest, 
ownership, day dreaming, dolls. 

Hall, G. S. Adolescence, (c) 2 vol. Appleton. 1904. 
$7.50. Detailed study of physical and mental develop- 
ment ; pedagogy of special subjects. 

Hall, G. S. Youth : Its Education, Regimen and Hygiene. 
Appleton. 1911. 379 p. $1.50. Period from twelve to 
twenty years. Abridgement of the author's books on 
Adolescence, 
t Kirkpatrick, E. A. The Individual in the Making. 
Houghton. 1911. 333 p. Bibl. $1.20. Principles of 
development; stages of development; education adapted 
to different stages. 

Lamoreaux, Antoinette. The Unfolding Life, (a) Revell. 
1907. 188 p. $.75. Psychological and religious develop- 
ment from infancy to adolescence, with special reference 
to religious training. 

Preyer, W. Mental Development of the Child. Appleton. 
1909. 176 p. $1.00. Conclusions from author's earlier 
studies ; some of the more important points on which the 
development of the child's mind depends, 
t St John, Edward P. Child Nature and Child Nurture, (a) 
Pilgrim. 1911. 106 p. Bibl. $.75. A textbook for 
parents' classes. Special references to moral and religious 
training. 

Sully, James. Children's Ways. Appleton. 1897. 193 p. 



BIBLIOGRAPHY 389 

$2.00 The development (Df children in their play, fancy, 
language, drawing, fears, moral and social life; scientific 
and human. 

tTanner, Amy E. The Child. Rand. 1915. 430 p. Illus. 
Bibl. $1.25. Practical, up-to-date handbook, with very 
complete bibliographies. 
Tracy, Frederick. Psychology of Childhood Heath. 1912. 
219 p. $1.25. Development of senses, intellect, feelings, 
will, language, aesthetic, moral and religious ideas; psy- 
chopathic conditions in childhood. 

t Tyler, John M. Growth and Education. Houghton. 
1907. 294 p. Bibl. Illus. $1.50. Evolution in child 
and race ; detailed account of physical and psychological 
characteristics in each stage of development ; educational 
applications. 
II. Pedagogical Seminary. Clark University, Worcester, Mass. 
G. Stanley Hall, Editor. $5.00. Reports of special studies 
in genetic psychology, growth, development ; book reviews, 
bibliographies. 
(See also Chap. XI.) 

I Chapter VI. Prenatal Hygiene ; Motherhood, Fatherhood 

I. Abbott, Ernest Hamlin. On the Training of Parents. 
Houghton. 1908. 140 p. $1.00. Concrete essays and 
stories on preparation for child training. 

Bishop, Emily M. Daily Ways to Health. (Chap. VIII.) 

Call, Annie P. Power through Repose. Little. 1892. 
201 p. $1.00. How to relax, overcome nervousness, gain 
mental poise. 

Galbraith, Anna M. Four Epochs of a Woman's Life. 
Saunders. 1913. 244 p. Illus. $1.50. Special hygiene 
and physiology of girlhood, womanhood, marriage, ma- 
ternity and middle age. 

Hollander, Bernard. Nervous Disorders of Women. Saun- 
ders. 1916. 207 p. $1.50. Common nervous disorders 
and their rational treatment by hygiene, hygienic measures 
and mental treatment. 

Latimer, Caroline W. Girl and Woman. Appleton. 1913. 
318 p. $1.50. Personal hygiene, special physiology and 
hygiene for young women. Written by a .physician and 
biologist. 

Norris, Kathleen. Mother. Doubleday. 1911. 172 p. 
$1.00. A story of the mother's responsibilities and her 
opportunities. 



390 BIBLIOGRAPHY 

Rice, Susan T. Mothers' Day. Moffat. 1915. 363 p. 

$1.00. Origin, history, celebration, significance, as related 

in prose and poetry. 
Rice, Susan T. The Mother in Verse and Prose. Moffat. 

1916. 357 p. $1.50. Large volume including poems of 

motherhood, lullabies ; prose excerpts from writers on the 

mothers of the famous. 
Richards, Florence H. Hygiene for Girls. Heath. 1913. 

Illus. $.70. Individual and community hygiene, with 

chapter on special hygiene for young women; written by 

a physician. 
Stuart, Ruth M. Sonny. Century. 1908. 135 p. $1.00. 

A short story of parental aspirations and experiences. 
1.6. West, Mrs. Max. Prenatal Care. U. S. Children's Bureau. 

1915. 84 p. Illus. Free. Simple and practical. 
(See also Chaps. IV, VII, VIII, XX.) 



Chapter VII. Infant Care 

I. Fiske, John. The Meaning of Infancy. Houghton. 1909. 
$.35. The value of infancy to the child, the parents, society. 

Forsyth, David. Children in Health and Disease. Blakis- 
ton. 1909. 336 p. Illus. $3.00. Physiology and psy- 
chology of infancy; hygiene of childhood; diagnosis and 
care of children's diseases. 

Griffith, J. P. Crozier. Care of the Baby. Saunders. 1914. 
455 p. Illus. $1.50. Special attention to care of sick in- 
fants and children. 

King, F. Truby. Feeding and Care of Baby, (a) Macmil- 
lan, 1913. 162 p. Illus. $.40. Practical, comprehen- 
sive, modern, many illustrations. Handbook of the New 
Zealand Society for Health of Women and Children. 

Morse, John L. and Talbot, Fritz B. Diseases of Nutrition 
and Infant Feeding. Macmillan. 1915, 346 p. Illus. 
$2.50. Comprehensive, authoritative and practical discus- 
sion of milk, maternal nursing and artificial feeding. 

Newman, George. Infant Mortality. Dutton. 1907. 
356 p. $2.50. Social study of the extent, causes and 
prevention of infant mortality ; extensive statistics. 

Pfaundler and Schlossmann. The Diseases of Children. 
Trans, from the German by Shaw and La Fetra. 7 vol. 
Lippincott. 1908-14. Illus. Collection of articles by 
eminent German authorities on development, feeding and 
therapy, as well as disease. 



BIBLIOGRAPHY 391 

Ramsey, Walter R. Hygiene of Infancy. Button. 1916. 
198 p. Illus. $1.00. Infant physiology and growth; 
daily care ; feeding ; ailments and diseases, and their care. 
Thoroughly modern, simple, practical. 

Standard works, both popular handbooks and technical 
volumes on pediatrics : Cotton, Fischer, Holt, Kerley, 
Starr. Other standard works on pediatrics by Carr, Chapin 
and Pisek, Koplik. 

U. S. Census Bureau. Vitality Statistics. 1913. Includes 
tables showing infant mortality, by causes and years. 
1.6. West, Mrs. Max. Infant Care, (a) U. S. Children's Bureau. 
1915. 37 p. Illus. Free. Simple and practical direc- 
tions for care and feeding. 

Pamphlets on infant hygiene and care issued by State and 
city Departments of Health, and by American Medical 
Association Press. 

Pamphlets on infant mortality, child welfare exhibits and 
campaigns, issued by the U. S. Children's Bureau. 

Daily Record Sheet. Issued by School of Mothercraft 
31 in set. $ .25. Blank form similar to schedule in text, 
for daily records. 

Weight Chart. Issued by School of Mothercraft. Uniform 
with Record. $.05. 
II. American Journal of Diseases of Children. A. M. A. Press. 
$3.00. Scientific articles; reviews and reference list of 
current publications and articles in pediatrics, infant care, 
nutrition. 

Archives of Pediatrics. New York City. $3.00. Scientific 
and popular articles on child hygiene, infant care and wel- 
fare. 

Pediatrics. New York City. $2.00. Technical and pop- 
ular articles on infant hygiene and welfare; book re- 
views. 
III. Association for Study and Prevention of Infant Mortality. 
Baltimore. Membership organization of physicians, 
social workers, teachers. Annual conference. Printed 
proceedings include valuable papers. Arranges exhibit 
material, issues pamphlets. 

Child Welfare Exhibit Association, New York City. 
Issues graphic exhibits, pamphlets; conducts local sur- 
veys and exhibits for child welfare, including infant mor- 
tality. 

Russell Sage Foundation, Child Hygiene Division. New 
York City. Conducts research ; issues pamphlets. 

(See also Chap. XX.) 



392 BIBLIOGRAPHY 

Chapter VIII. Child Hygiene 

I. Bancroft, Jessie H. Posture of School Children. Macmil- 
lan. 1913. 327 p. lUus. Bibl. $1.60. Hygiene of 
posture; exercises for preventing and overcoming defects 
from wrong posture. 

Bigelow, M. A. and Anna N. Applied Biology (Chap. XVII). 
Chapters on physiology and hygiene. 

Bishop, Emily M. Daily Ways to Health. Huebsch. 1910. 
310 p. $1.50. Exercises (without apparatus) for vitality, 
overcoming nervousness, constipation, wrong posture; 
gaining poise. 

Carrington, Thos. S. Fresh Air and How to Use it. Nat. 
Assn. for Study and Prev. of Tuberculosis. 105 E. 22 St., 
N. Y. C. 1912. 250 p. Illus. $1.00. Methods of ven- 
tilation; window tents, roof bungalows, sleeping porches, 
tent houses, open-air bungalows ; clothing, bedding, furni- 
ture for open-air sleeping. 

Horsley, Victor and Sturge, Mary D. Alcohol and the Human 
Body. Macmillan. 1915. 290 p. Illus. Bibl. $.40. 
Physiological effects of alcohol upon different organs and 
tissues and upon intelligence; effects of alcohol upon 
children. 

Jewett, Frances G. Gulick Hygiene Series, edited by Luther 
H. Gulick. Ginn. Book I. Health and Safety. 1916. 
189 p. Illus. Bibl. $.40. Book II. Physiology, Hy- 
giene and Sanitation. 1916. 359 p. Illus. Bibl. $.65. 
Written especially to interest children in hygiene. 

Miiller, J. P. My System for Children. 1912. 117 p. 
Illus. $1.25. Physical exercises for children, from infancy. 

O'Shea, M. V. and Kellogg, J. H. The Body in Health. 
Macmillan. 1915. 324 p. Illus. $.65. Written for 
children, in a way that will naturally interest them in the 
practice of hygiene. 

Sadler, Wm. S. Cause and Cure of Colds. McClurg. 1910. 
147 p. Illus. $1.00. How colds may be prevented and 
how treated. 

Short, A. Rendle. The Newer Physiology. Wood. 1915. 
266 p. Bibl. $1.00. Treats comprehensively of the new 
developments in physiology, including digestion, amino 
acids, vitamines, acidosis; the ductless glands, cerebral 
localization. 

Terman, Lewis M. The Hygiene of the Child. Houghton. 
1914. 417 p. Illus. Bibl. $1.75. Hygiene during 
school age ; hygiene of special organs and senses ; hygiene 



BIBLIOGRAPHY 393 

of education; a digest of the recently accumulated 
knowledge of child development and hygiene. 

Walker, Emma E. Beauty through Hygiene. Barnes. 
1904. 306 p. Illus. $1.00. Hygienic means to physical 
beauty. 

Wood, Thos. D. Health Essentials for Rural School Children. 
American Medical Assn.Press, Chicago. 1916. 25 p. 
$.10. Helpful pamphlet for parents and teachers. 

Worcester, Elwood and McComb, Samuel. Religion and 
Health. Grosset. 1910. 425 p. $.75. Use of sugges- 
tion and auto-suggestion in preventing and healing of 
illness, especially fear and nervousness; by the founders 
of the Emmanuel Movement. 
1.6. Pamphlets issued by practically all of the organizations and 
institutions listed in III. 

Daily Record Schedule Blank. The School of Mothercraft. 
Set of 31. $.25. Similar to schedule in text, with space 
for recording. 

Weight chart, for birth to 14 years. School of Mother- 
craft .$.05. Uniform size with those for infancy. 
II. American Physical Education Review, Springfield, Mass. 
$1.50. 

Dietetic and Hygiene Gazette, 87 Nassau St., New York 
$1.00. 

Good Health Magazine. Battle Creek, Mich. $2.00. 

Journal American Medical Association. Chicago. $5.00. 
A. M. A. Press. 

Outdoor Life. (Anti-tuberculosis.) Outdoor Life Pub. Co. 
New York, $1.00. 
III. American Medical Association. Chicago, 111. Annual meet- 
ing. 

American Physical Education Association. Annual Meet- 
ing. Springfield, Mass. 

American Posture League. 1 Madison Ave., New York. 
Examines furniture, clothing and apparatus with reference 
to its effect on posture ; issues label to approved articles. 

Carnegie Institution, Washington, D. C. Research in hy- 
giene, nutrition and medicine. Annual Year Book in- 
cludes reports of studies. 

Home Economics Association. (Chap. III.) 

International Congress of Hygiene and Demography. Annual 
Report includes scientific and popular papers read at 
annual meeting. 

Joint Committee on Hygiene of Amer. Med. Assn. and Nat. 
Ed. Aisn. 



394 BIBLIOGRAPHY 

Life Extension Institute. 25 W. 45 St., New York. Issues 
pamphlets, literature, publishes books and bulletins, con- 
ducts health examinations. 

National Child Welfare Exhibit Association. (Chap. VII.) 

National Mental Hygiene Association. 105 E. 22 St., New 
York. State branches in some States. 

Rockefeller Institute, New York. Research work in medi- 
cine. Issues report of discoveries made by staff. 

Russell Sage Foundation. New York. Conducts surveys 
and social studies; issues reports of studies, and popular 
pamphlets. 

U. S. Children's Bureau. (Chap. VII.) 

Physical examinations of a very comprehensive and thorough 
nature are conducted by the following : 

Battle Creek Sanitarium, Battle Creek, Mich., and branches 
in other localities. 

Chicago Physiological Institute, Chicago. 

Life Extension Institute, 25 W. 45 St., New York. Has 
representatives in many localities throughout the country. 

(Also Chaps. IV, VI, VII, IX, XX.) 



Chapter IX. Food, Nutrition, Dietetics 

AUyn, Lewis B. Westfield Pure Food Book. Westfield 
Brd. of Trade, Westfield, Mass. 1915. 68 p. $.25. 
List of foods that have been analyzed in Westfield Labora- 
tory and found to conform to pure food requirements. 

Cooper, Lena F. The New Cookery. Good Health Pub. Co. 
1916. 412 p. lUus. $1.50. Methods of cooking most 
conductive to health, as taught at Battle Creek Sanita- 
rium. Caloric value of each recipe. 

Farmer, Fannie M. Boston Cooking School Cook Book. 
Little. 1915. 648 p. Illus. $1.80. Standard cook 
book, revised. 

Fisher, Irving. A Graphic Method in Practical Dietetics. 
American Medical Assn.Press, Chicago. 1907. Illus. 
$.10. A method for computing the caloric value of any 
quantity or combination of foods. Tables of 100-calorie 
portions, common foods. 

Noorden, Karl H. von. Metabolism and Practical Medicine. 
(c) Vol. I. 1907. Source and authority for much of 
present teaching in nutrition. $5.00 

Rose, Mary S. A Laboratory Handbook for Dietetics, 
(c) Macmillan. 1912. 127 p. $1.10. Most complete 



BIBLIOGRAPHY ^^^ 395 

collection of tables of food composition; methods of ana- 
lyzing foods, dietaries. 

Sherman, Henry C. Chemistry of Food and Nutrition, (c) 
Macmillan. 1911. 355 p. Bibl. $1.50. Thorough dis- 
cussion of food chemistry and principles of nutrition. 

Sherman, Henry C. Food Products. Macmillan. 1914. 
594 p. Illus. Bibl. $2.25. Discussion of specific food 
groups and foods; composition, source, place in dietary. 
Tables of food composition, including acid or alkali bal- 
ance. 

Underbill, Frank P. Physiology of the Amino Acids. Yale. 
1915. Illus. Bibl. 158 p. $1.35. Thorough discus- 
sion of the amino acids in specific protein foods, and their 
significance in nutrition, so far as yet known. 

Wiley, Harvey W. Not by Bread alone. Hearst. 1915. 
354 p. $2.00. Principles of nutrition, with special refer- 
ence to feeding of children, and economy in food. 

Mendel, L. B. Childhood and Growth. Stokes. 1905. 53 p. 
$.60. Brief, practical discussion of composition of food in 
childhood, for mothers. 
1.6. Atwater, W. O. and Bryant, A. P. Composition of American 
Food Materials. U. S. Dept. Agriculture. Revised 
Bulletin 28. 87 p. $.10. 

Blatherwick, N. R. Specific Role of Foods in Relation to 
Composition of Urine, (c) Reprint. Author, Yale Uni- 
versity, New Haven, Conn. 1914. Study of acid and 
base-forming goods. (Prunes, plums, cranberries found 
exception to fruits as base-forming.) 

Hunt, Caroline L. Daily Meals of School Children, (a) 
U. S. Dept. Agri. 62 p. Principles of feeding. Recipes 
for meals and lunches. 

Mendel, Lafayette B. Changes in Food Supply and their 
Relation to Nutrition. Yale. 1916. 61 p. Bibl. $.50. 
Resume of present knowledge of nutrition. 

Mendel, L. B. Newer Points of View Regarding the Part 
Played by Different Food Substances in Nutrition. 15 p. 
Journal of A. M. A., Sept. 5, 1914. Also Reprints. Amer. 
Med. Assn.Press metabolism of proteins; amino acids. 

Mendel, L. B. Nutrition and Growth. Journal of A. M. A., 
May 8, 1915. 27 p. Also reprint. Amer. Med. Assn. 
Press. Reviews older and new views of physiology of 
growth, recent studies of different specific foods, 
t Rose, Mary S. Feeding of Young Children, (a) Teachers 
College, New York City. 1911. 10 p. $.10. Practical 
principles ; menus ; analysis of menus. 



396 BIBLIOGRAPHY 

Rose, Mary S. Food for School Boys and Girls, (a) 
Teachers College. 1914. 15 p. $.10. Practical prin- 
ciples; menus. 

School of Mothercraft. Menu Sheets. 1916. 31 in set. 
$.25 per set. $.50 per 100. Form similiar to pp. 180-3, 
with space for recording. 

School of Mothercraft. Diet Analysis Sheets. 1916. 100 
in set. $.50. Form similar to p. 178. Space for recording. 

U. S. Department of Agriculture pamphlets on food values, 
specfic foods, cooking, cover a wide range, and are authora- 
tative. Sent free. 
II. Journal of Home Economics. (See Chap. I.) 

Articles on nutrition and dietetics also appear in the pediatric 
journals (Chap. VII) and periodicals devoted to hygiene 
(Chap. VIII). 

Technical articles appear in the American Journal of Physi- 
ology and the Journal of Biological Chemistry. 

(See also Chap. VIII.) 



Chapters X and XII. Educational Principles and 
Curriculum 

For greater convenience to the reader the references in this 
chapter are grouped first by subjects. 

1. General books on principles and methods of education, 
pedagogy. 

A. Systematic and textbooks. 

Dearborn, George V. N. How to Learn Easily. Little. 
1916. 125 pp. $1.00. From the standpoint of psychol- 
ogy and physiology. 

Dewey, John. Interest and Effort in Education. Houghton. 
1913. 101 p. $.60. The significance of each factor; 
their practical usage. 
tDewey, John. The School and Society U. of C. 1912. 
129 p. Illus. $1.00. Discussion of principles in elemen- 
tary education ; resume of work in the Experimental School. 

Dewey, John and Ethel. Schools of To-morrow. Dutton. 
1915. 316 p. Illus. $1.50. Describes and comments 
upon progressive educational work as conducted at the 
Francis Parker, Gary and other selected schools, School of 
Organic Education, Teachers College kindergarten. 

Graves, Frank P. Great Educators of Three Centuries. 
Macmillan. 1912. 289 p. Bibl. $1.10. The life work 



BIBLIOGRAPHY 397 

and influence of Comenius, Rousseau, Pestalozzi, Froebel 
and others to Spencer. 

Henderson, Charles H. Education and the Larger Life. 
Houghton. 1902. 386 p. $1.30. Essays on organic 
education and the social purposes of education. 

Henderson, C. H. What Is It to Be Educated? Houghton. 
1914. 456 p. Bibl. $1.50. Supplementary to the 
author's previous volume. 

James, Wm., Talks to Teachers on Psychology and to Student 
on Life's Ideals. Holt. 1899. 301 p. $1.50. Practical 
application of psychology to teaching and learning. 

Partridge, George E. Genetic Philosophy of Education. 
Sturgis. 1912. 401 p. Bibl. $1.00. A clear epitome of 
the educational writings of G. Stanley Hall. 

Thomson, Wm. H. Brain and Personality. Dodd. 1908. 
335 p. Illus. $1.00. The physical basis of mind, evolution 
of the nervous system, anatomy and physiology of the 
speech mechanism ; practical applications of neurology to 
psychology. 

B. Popular. 

Allen, Mary Wood. Making the Best of our Children. 
McClurg. $ 1.00 each. 
Vol. I. Children to nine years. 
^Vol. II. Eight to twenty years. 

Practical phases of physical, mental, social and religious 
training. 

Birney, Mrs. Theodore. Childhood, (a) Stokes. 1905. 
254 p. $1.00. Friendly, practical discourses by the 
founder of the Inter. Mothers' Congress. 

Burbank, Luther. The Training of the Human Plant. 
Century. 1907. 100 p. $.60. The needs, rights and 
potentialities of children; application of principles of 
biology to childhood and education. 

Fisher, Dorothy Canfield. Mothers and Children. Holt. 
1914. 285 p. $1.00. The child's point of view ; training 
in obedience. 
fForbush, Wm. B. The Coming Generation, (a) Appleton 
1912. 402 p. $1.50. Forces working for the better- 
ment of American young people ; betterment in the home, 
through birth and better health, through education, 
through religious and social nurture and service. 

Gruenberg, Sidonie M. Your Child To-day and To-morrow. 
Lippincott. 1913. 234 p. Illus. $1.25. Discusses 
problems of punishment, children's lies, training in reason- 
ing, training through play ; sex education, obedience, will. 



398 BIBLIOGRAPHY 

McKeever, Wm. A. Farm Boys and Girls. Macmillan. 
1912. 325 p. Illus. Bibl. $1.50. Especially for the 
mother in the rural home; home conveniences, children's 
literature, rural recreations, and other practical problems. 

fMcKeever, Wm. A. Training the Boy. Macmillan. 1915. 
368 p. Illus. Bibl. $1.50. Training from infancy 
through adolescence to develop the many-sided nature of 
the boy into a well-poised man ; includes discussion of 
early childhood training, play, fighting, bad habits, voca- 
tional training, preparation for home and family life. 

fMcKeever, Wm. A. Training the Girl. Macmillan. 1914. 
342 p. Illus. Bibl. $1.50. A companion volume to the 
foregoing. 

2. Comenius, Pestalozzi, Froebel and Montessori. 

Comenius. The School of Infancy. Heath. 99 p. Bibl. 
$1.00. The early educator's discussions, though antiquated 
in some details, are full of inspiration for the present day. 
Education during the first six years, chiefly through play 
and habits. 

Pestalozzi. How Gertrude Teaches Her Children. Bardeen. 
1894. 256 p. Bibl. $1.00. A concrete view of Pesta- 
lozzi's principles and methods in the education of little 
children in the home. 

Froebel, Frederick. The Education of Man. (c) Appleton. 
1905. 340 p. $1.50. The philosophy and principles of 
the kindergarten. 

Froebel, Frederick. The Mother Play Book, with Miss 
Susan E. Blow's commentary. Appleton. 1895. 316 p. 
$1.50. How the mother can educate the child through 
his daily play and spontaneous interests. 
fHughes, James L. Froebel's Educational Laws. Appleton. 
1901. 290 p. $1.50. A concise and clear resume of 
Froebel's principles. 

Blow, Susan E., Harrison, Elizabeth & Hill, Patty S. The 
Kindergarten. Houghton. 1913. 301 p. $1.25. The 
point of view of the conservative and the progressive 
leaders in American kindergarten work ; official report of 
the Committee of Nineteen of the International Kinder- 
garten Union. 

fHarrison, Elizabeth. A Study of Child Nature. Chicago 
Kg. College, Chicago. 1895. 207 p. $1.00. The kin- 
dergarten idea of development of mind, soul and body, with 
concrete application to child nature. 

tSmith, Nora A, The Home-made Kindergarten. Houghton 



BIBLIOGRAPHY 399 

1912. 117 p. $.95. Practical suggestions regarding the 
use of the home environment and the daily home life, ac- 
cording to Froebel's principles. 

Wiggin, Kate D. & Smith, Nora. Children's Rights. Hough- 
ton. 1892. 235 p. $1.00. The rights of the child; 
children's play, stories, playthings, reading; governing 
children. 

Montessori, Maria. The Montessori Method. Stokes. 
1912. 377 p. 111. $1.75. Principles and methods elabo- 
rated by Mme. Montessori in Rome. 

Hall, G. Stanley. Pedagogy of the Kindergarten. In his Ed- 
ucational Problems, Vol. I. 

Dewey, John. Resume and estimate of the Montessori 
Method, in his Schools of To-morrow. 



3. Special phases of education ; pedagogy of special subjects. 

Burk, Frederic. From Fundamental to Accessory in the 
Development of the Nervous System and its Movements. 
Ped. Sem. 1899. 59 p. 

Hall, G. Stanley. Educational Problems. Appleton. 1911. 
2 vol. $7.50. Pedagogy of the kindergarten, music, danc- 
ing, industrial education, moral and religious training, sex 
education; drawing, reading, history; children's lies. 

Halleck, Reuben P. Education of the Central Nervous Sys- 
tem. Macmillan. lUus. 258 p. $1.00. Structure of 
the nervous system ; training in habits ; feelings, will. 

Holmes, Arthur. The Conservation of the Child. Lippin- 
cott. 1912. 345 p. $1.25. Educational methods and 
special guidance for *'the child who is different '\ especially 
for backward or subnormal children. 

O'Shea, M. V. Dynamic Factors in Education. Macmillan. 
1908. 320 p. Illus. Bibl. $1.25. The motor factor 
in education ; training the motor powers, inhibition, will. 

Language. 

O'Shea, M. V. Linguistic Development and Education. 
Macmillan. 1907. 327 p. Bibl. $1.25. Development 
of speech in childhood; training in efficiency in oral ex- 
pression ; teaching a foreign language ; learning to read. 

Scripture, E. W. Stuttering and Lisping. Macmillan. 
1912. 247 p. 111. Bibl. $1.00. How to prevent and 
overcome these defects. 

Wright, S. D. What the Mother of a Deaf Child Should 
Know. Stokes. 1914. 125 p. $.75. Early home edu- 
cation and care. 



400 BIBLIOGRAPHY 

Special references on precocity. 

Burbank, Luther. Training of the Human Plant. (Chap. 

X, 1. B.) 
Terman, Lewis M. Hygiene of the Child. (Chap. VIII.) 
Terman, Lewis M. Precocity and Prematuration. Amer. 

Jour, of Psy., April, 1905. 
Tyler, J. M. Growth and Education. (Chap. V.) 

4. Religious, moral, social, eugenic education. 

Ae Religious. 

fCope, Henry F. Religious Education in the Family. U. of C. 
296 p. Bibl. $1.25. Comprehensive, practical ; considers 
nature and interests of the child, the family life, religious 
teaching in the home life under present-day conditions. 

Chamberlain, Georgia. Child Religion in Song and Story. 
U. of C. Illus. Bibl. 2 vol. Each $1.25. Application 
of kindergarten principles to religious education, with 
special reference to elementary classes in Sunday Schools. 

Moulton, Richard G., Ed. Children's Series of the Modern 
Reader's Bible. Vol I. Old Testament. Vol II. New 
Testament. Macmillan, 1899. $.50 each. Bible stories 
told in the language of the Bible, edited especially for 
children, printed in small volumes, without illustrations. 
Invaluable for telling the Bible stories. 

Smith, Elva S. and Hazeltine, Alice I. Christmas in Legend 
and Story. Lothrop. 1915. 283p. $1.50. Excellent collec- 
tion of stories and poems, illustrated from famous paintings. 

B, Moral and social. 

Burgess, Gelett. The Goops and How to be Them. Stokes. 
190 p. Illus. $1.50. Funny rhymes and pictures to 
teach very little children manners and morals. 
fCabot, Ella L. and others. A Course in Citizenship. 
Houghton. 1914. 386 p. Bibl. $1.25. Authorized by 
Mass. Branch of Amer. School Peace League. Training 
for citizenship in home, playground, neighborhood, nation, 
the world family. Compilation of illustrative stories and 
quotations. 

Cabot, Ella L. Ethics for Children. Houghton. 1910. 
254 p. Bibl. $1.25. Stories, poems and quotations, 
classified under specific ethical traits, arranged also by 
school years. Valuable for home use, with relatively 
slight following of yearly classification. 

Dewey, John. Moral Principles in Education. Houghton. 
1909. 60 p. $.35. Moral principles as a part of the 
method of education. 



BIBLIOGRAPHY 401 

Field, Jessie and Nearing, Scott. Community Civics. 
Macmillan. 1915. 270 p. Illus. $.60. Practical ways 
of teaching civic responsibility and action to children; 
especially prepared for rural life. 

Gulliver, Lucile. The Friendship of Nations. Ginn. 1912. 
293 p. Illus. $.60. Story of the Peace Movement, told 
in stories, for children. 
fJames, Wm. Psychology (Briefer Course.) Holt. 1910. 
477 p. Illus. $1.50. Chapter on Habits and Will; ap- 
plication of psychology to their training. 

King, Henry C. Rational Living. Macmillan. 1905. 
271 p. $1.25. Standards of conduct; working with 
nature; application of psychological principles to moral 
training. 

Mumford, Edith E. R. The Dawn of Character. (Chap. XL) 

O'Shea, M. V. Social Development and Education, Mac- 
millan. 19*09. 575 p. Bibl. $2.00. Training in social 
development from infancy, in daily life and by special 
methods. 

Payot, Jules. The Education of the Will. Funk. 1909. 
448 p. $1.50. Education in early childhood ; training in 
inhibition, self-control of appetites and emotions; will 
power. 

Sneath, E. Hershey and Hodges, Geo. Moral Training in 
Home and School. Macmillan. 1914. 221 p. $.80. 

Pritchard, Myron T. and Tarkington, Grace. Stories of 
thrift for Young Americans. Scribner. 1915. 221 p. 
$.60. Story-discussions for children on phases of thrift, 
saving time and resources, spending money ; ownership. 

C. Eugenics and sex education. 

Bigelow, Maurice A. Methods in Sex Education. Macmil- 
lan. 1916. 150 p. $1.00. A thorough review of the 
history and pedagogy of sex education. A most valuable 
handbook for the educator and parent. Annotated 
bibliography. 

Chapman, Mrs. Rose W. How Shall I Tell my Child? 
Revell. 1912. 62 p. $.25. Simple, giving biological 
facts with beauty and poetry, as a little child appreciates 
them. 

Lyttleton, Rev. E. Training of the Young in Laws of Sex. 
Longman. 1912. 117 p. $1.00. Written for parents 
and teachers. Points out methods of instruction and 
training, and the relating of this subject to other phases 
of life. Does not include biological data. 



402 BIBLIOGRAPHY 

Morley, Margaret W. The Spark of Life. ReveU. 1913. 62 
p. $.25. Simple stories of nature, as told to a little 
child. 

(See also Chap. IV, especially Cabot, Foerster, Jewett, March, 
Smith; and Chap. XVII, Bigelow, Morley.) 
II. Kindergarten and First Grade. Bradley. $1.25. Sugges- 
tions for handwork, stories, educational play, for mothers 
and kindergartners. 

Kindergarten-Primary Magazine. Kindergarten Magazine 
Co., Manistee, Mich. $1.00. Also popular magazine for 
mothers and kindergartners. 

Religious Education. Rel. Ed. Assn. (See below.) $3.00. 
Valuable articles on religious education in childhood and 
adolescence, both in home, school and church. Non- 
sectarian. 

Teachers College Record. Teachers College. $1.50. Valu- 
able reports and articles on progressive and practical 
educational work, by members of Teachers College 
faculty. 

Pedagogical Seminary. (See Chap. V.) 

(For popular magazines on child training see list Chap. I.) 
III. International Kindergarten Union. Bradley. 

Professional organiz9,tion of kindergartners. Annual meet- 
ing. 

The Montessori Educational Association, Washington, D. C. 
Membership organization. 

Moral Education League. Washington, D. C. Member- 
ship organization for the promotion of moral education in 
home and school. Issues leaflets and books. 

National Education Association. Professional organization 
of educators in all fields. Annual meeting. Reports of 
proceedings contain many valuable papers on all phases of 
education. 

National Kindergarten Association. New York City. En- 
courages development of kindergartens in new centers. 

Religious Education Association. 330 S. Michigan Ave., 
Chicago. Membership organization of educators, clergy, 
parents and laymen of all sects, interested in the further- 
ance of religious education and religious pedagogy. Annual 
meeting. Reports of proceedings contain valuable papers. 

U.S. Bureau of Education, Washington, D. C. Dr. Philan- 
der P. Claxton, Commissioner of Education. Through 
its various divisions gathers data and statistics, makes 
surveys, disseminates information. Issues monthly bibli- 
ography and pamphlets, and annual report. 



BIBLIOGRAPHY 403 

Chapter XI. Study of Individual Children 

Davis, Jesse B. Vocational and Moral Guidance. Ginn. 

1914. 303 p. Bibl. $1.25. Contains suggestions for 

study of personality and abilities. 
Dearborn, George. Motor-Sensory Development. Warwick. 

1910. 215 p. Illus. $1.50. A psychologist's observa- 
tions of his daughter during the first three years. 

Grahame, Kenneth. The Golden Age. Lane. 1905. 225 
p. $1.00. Stories revealing the mind and feelings of four 
young children who were not understood by their elders. 

Hoag, E. B. Health Index of Children. Whitaker & Ray- 
WigginCo. San Francisco. 1910. 188 p. $.80. Points 
for observation in physical examination; methods of 
physical inspection. 

Major, David R. First Steps in Mental Growth. Macmillan. 
1906. 355 p. Illus. $1.25. Observations made by the 
author during the first three years of his son's development ; 
includes sensory development, motor activities, drawing, 
language, feelings, fears. 

Montessori, Maria. Pedagogical Anthropology, (c) Stokes. 
1913. 508 p. Illus. $3.50. Studies in physical growth 
and condition of children, with special reference to educa- 
tion; methods. 

Mumford, Edith E. R. The Dawn of Character. Longman. 

1911. 225 p. $1.20. A study of child life; includes 
studies of different types of children. 

Parsons, Frank. Choosing a Vocation. Houghton. 1909. 
165 p. $1.00. Detailed outlines for study of personality, 
tastes, abilities. 

Partridge, George E. Outlines of Individual Study. Sturgis. 
1910. 240 p. Bibl. $1.25. Popular survey of methods 
of physical inspection, psychological tests, study of per- 
sonality. 

Perez, Bernard. First Three Years of Childhood. Barnes. 
294 p. $1.50. Trans, from French. A father's observa- 
tions on physical and psychological development of his son. 

Shinn, Milicent W. The Biography of a Baby. Houghton. 
1900. 247 p. $1.50. Story of the physical and mental 
development during the first year; the author's observa- 
tions of her niece. 

Terman, Lewis M. Measurements of Intelligence. Hough- 
ton. 1916. Illus. Bibl. 362 p. $1.50. Methods of 
making mental tests ; the Stanford University revision of 
the Binet-Simon tests. 



404 BIBLIOGRAPHY 

Whipple, Guy M. Manual of Physical and Mental Tests. 
(c) Warwick. 1910. 533 p. lUus. Bibl. $2.50. An- 
thropometrical tables ; psychological tests as conducted in 
the laboratory. 

Read, Mary L. Score Sheets for Study of the Individual 
Child. School of Mothercraft. 1916. Loose-leaf pages, 
similar to outline in Chapter XI of the Mothercraft 
Manual, but arranged with space for records and with 
items pertinent to each chronological year, one set for 
each year. Per set $.50. 

Yerkes, Robert M. and La Rue, D, W. Materials for a 
Study of the Self. Harvard. 1914. 24 pp. $1.00. 
Outlines and points for study of personality, in loose-leaf 
form. 

Chapters XIII and XIV. Play and Games 

I. fJohnson, George E. Education by Plays and Games. 
Ginn. 1907. 234 p. Illus. $.90. Educational values 
of play; genetic development of children, and plays 
adapted to each stage of development. 

Finlay-Johnson, Harriet. The Dramatic Method of Teach- 
ing. Ginn. 1912. 199 p. Illus. $1.00. Use of drama- 
tic play in teaching history, geography, literature. 
fFroebel, F. Mother Play, with Music. Appleton. Illus. 
300 p. $1.50. The classic on education through play, 
with the youngest children. 

Poulsson, Emilie. Finger Plays. Lothrop. 1893. 80 p. 
Illus. $1.25. Songs, music and poems, chiefly about 
nature, with illustrated directions for playing, especially 
for children under six. 

Poulsson, Emilie. Father and Baby Plays. Century. 
1907. Illus. $1.25. p. 98. Songs and rhymes for 
the rollicking games father likes to play with the tod- 
dlers. 

Brown, Florence, W. Old English and American Games. 
Saul, Chicago. 1913. 55 p. Paper, $.75. Authorita- 
tive versions of fifty of the singing games, with music and 
directions for playing. 

Hofer, Marie R. Children's Singing Games. Flanagan. 
1901. 42 p.' Paper, $.50. Music and directions for 
forty of the traditional games; very slight duplication 
with the Brown collection. 

Newton, Marion B. Graded Games and Rhythmic Exercises. 
Barnes. 1908. 110 p. Illus. $1.25. Games of imita- 



BIBLIOGRAPHY 405 

tion, sense perception, and other psychological value ; 
some traditional and singing games ; for children five to ten. 
Talbot, Mary White. The Book of Games. Scribner. 
1913. 191 p. $1.00. Over a hundred games, many cul- 
tivating alertness, imagination, invention, initiative. 
Chubb, Percival. Festivals and Plays. Harper. 1912. 
403 p. Illus. Bibl. $2.00. Directions for pageants 
and children's plays, including costuming, stage properties ; 
the educational possibilities of pageants. 

I h. Leaflets issued by the Playground and Recreation Association 
of America. 

11. The Playground. Playground and Recreation Assn. of 
America. New York. Devoted to play interests, es- 
pecially in playgrounds and social centers. $2.00 
III. Playground and Recreation Association of America. 1 
Madison Ave., N. Y. C. Membership organization, 
devoted to playground extension. 

Chapter XV. Toys 

I. Hall, G. Stanley. Aspects of Child Life (Chap. X.) 

Chapters on dolls and collections. 
Starr, Laura B. The Doll Book. 1908. 238 p. Illus. 

$2.00. Descriptions and pictures of dolls from many 

countries and historic times; national customs and 

curiosities ; manufacture ; homemade. 
Wade, Mary H. Dolls of Many Lands. 1913. 153 p. 

Illus. $1.00. Imaginary stories told by dolls from 

seven different countries. 
(For making of toys see Chap. XVIII.) 

Chapter XVI. Story-telling and Stories 

1. On Story-telling. 
I. Bryant, Sara Cone. How to Tell Stories to Children. 
Houghton. 1905. 260 p. Bibl. $1.00. Simple direc- 
tions for the mother and teacher ; some stories. 
tSt. John, Edw. P. Stories and Story-Telling. Pilgrim. 
1910. 99 p. Bibl. $.60. With special reference to 
story-telling in moral and religious education. How to 
tell, how to use, where to find stories. 

Wyche, Richard T. Some Great Stories and How to Tell 
Them. Newson. 1910. 181 p. Bibl. $1.00. How to 
tell stories effectively; with special reference to the 
classic Greek and Norse myths. 



406 BIBLIOGRAPHY 

Excellent books also by Julia D. Cowles, Louise S. Houghton, 
Angela M. Keyes, Edna Lyman, Mrs. E. N. Partridge. 

2. Collections. The following collections are carefully 
selected for the educational values; there is necessarily 
some duplication in the stories in these collections. 

Bailey, Caroline S. and Lewis, Clara M. For the Children's 
Hour. Bradley. 1906. 333 p. $1.50. More than a 
hundred fairy tales, fables, myths, stories of home life, 
nature, industries, festivals, as told to kindergarten 
children. 
°Scudder, Horace E. The Children's Book. Houghton. 
1909. 300 p. $2.50. A large volume with nearly two 
hundred fables, fairy tales from Abbott, Anderson, Grimm, 
Perrault; stories from Arabian Nights, Munchausen, 
Lilliput, and from Greek Myths. Illustrations from 
Dore, Cruickshank and others. 
Cabot, Elja L. Ethics for Children. (Chapter X. 4.) 
Wiggin, Kate D. and Smith, Nora A. The Fairy Ring. 
Doubleday. 1906. 445 p. Illus. $1.50. An excellent 
collection from many sources, by a kindergartner. Three 
other volumes in same series. 

3. Myths, Legends, Classic Stories. 

Bulfinch, Thomas. Age of Fable and Chivalry. Various 
editions. Age of Fable includes Greek myths, Odyssey, 
Iliad, Norse myths; Age of Chivalry, stories of Boewulf, 
Arthur, Roland. Some editions bound in one volume. 
Source book. 

Clarke, Helen A. Child's Guide to Mythology. Baker. 
1908. 399 p. Illus. $1.25. An unusual arrangement, 
grouping together myths relating to animals ; plants and 
trees; sun, moon and stars; sky and air; mother and 
child. From Greek, Norse, Indian and Hindu. Illus- 
trations from famous art. 
°Holbrook, Florence. Round the Year in Myth and Song. 
A. B. Co. 200 p. Illus. $.60. A few myths simply 
told as to young children, apropos to each season. 

Judd, Mary C. Classic Myths. Rand. 1901. 195 p. 
Illus. Bibl. $.35. About forty myths from Greek, 
Roman, Norse, German, Russian, as told to young children. 

Jordan, David Starr. The Book of Knight and Barbara. 
Appleton. 1904. Illus. $1.50. Myths and nature 
stories told to children by the great scientist, illustrated 
by children. 



BIBLIOGRAPHY 407 

Marvin, F. S., Mayor, R. J. C, Starwell, F. M. Adventures 
of Odysseus. Button. 1900. 227 p. Illus. $1.50. A 
translation from the Greek that preserves remarkably 
the spirit and atmosphere of the original. A source book 
for stories. 
fKupfer, Grace H. Stories of Long Ago. Heath. 190C. 
177 p. Illus. $.75. Thirty Greek myths, as told to 
little children; with nineteen illustrations from famous 
statuary and paintings. 

Brown, Abbie Farwell. Book of Saints and Friendly Beasts. 
Houghton. 1900. Illus. 225 p. $1.25. About twenty 
legends of mediaeval saints and friendly beasts. 

*'Clay, Beatrice. Stories of King Arthur and the Round 
Table. Dutton. 1905. 322 p. Illus. $2.50. As told 
to young children; preserves the quaint atmosphere. 

°Kelman, Janet H. Stories from Chaucer. Dutton. 1905. 
114 p. Illus. $.50. Four tales simply told for young 
children in a little book. 

°Lang, Jean. Stories from Shakespeare. Dutton. 1909. 
114 p. Illus. $.50. Seven stories briefly told in a little 
book for children. 

^Pilgrim's Progress. An abridged edition for children, with 
large illustrations in black and white by Rhead. 1898. 
Century. $1.50. 

^'Housman, Laurence, compiler. Stories from Arabian Nights. 
Dutton. 1911. $1.50. Six stories with 25 illustrations 
in color by Edmund Dulac, that express the spirit of 
wonder and mystery. 

4. Humor. 

'^Burgess, G. Goops, and How to be Them. (Chap. X. 

4B.) 
°Lear, Edward. Nonsense Book. Little. 250 p. Illus. 

$1.60. Complete edition of this classic humor in picture 

and verse. 
Olcott, Frances J. and Pendleton, A. The Jolly Book for 

Boys and Girls. Houghton. 1915. 409 p. Illus. $2.00. 

Humorous tales from folklore, Arabian Nights, Thackeray, 

Dickens, Shakespeare, Aldrich, Lamb and other standard 

writers. 
Wiggin, Kate D. Tales of Laughter. Doubleday. 1908. 

$1.50. 

5. Heroic. 

Coe, Fanny E. Heroes of Everyday Life. Ginn. 169 p. 
Illus. $.40. Firemen, engineers, divers, miners, laborers. 



408 BIBLIOGRAPHY 

Moffett, Cleveland. Careers of Danger and Daring. Cen- 
tury. 1901. 419 p. lUus. $1.50. Stories of the pilot, 
diver, life-saver, firemen, engineer, and other n^odern 
workers. 

Towle, George M. Heroes and Martyrs of Invention. 
(Chap. XVII.) 

(See also stories of Odysseus, Thor, Arthur, Boewulf, Sieg- 
fried.) 

(For stories of animals and nature, history and travel, see 
Chap. XVII.) 

6. Poetry. 

*^Mother Goose. Dodd. 1914. 173 p. Illus. $2.50. Il- 
lustrated by Jessie Wilcox Smith with sixteen full-page 
colored pictures, and many in black and white. 

^Mother Goose. Volland & Co., New York. 1915. 119 p. 
$2.00. Large illustrations, by Frederick Richardson, in 
colors. 

Shute, Katherine H. The Land of Song. Book I. Silver. 
1912. 190 p. $.36. Contains many of the poems sug- 
gested in the Manual, and others, for little children. No 
music. 

°Stevenson, Burton, E. Home Book of Verse for Young Folks. 
Holt. 1915. 538 p. $2.00. A very comprehensive col- 
lection for children, from Mother Goose and many English 
and American poets. Charming decorations by Pogany. 

Wiggin, Kate Douglas and Smith, Nora A. Pinafore Palace. 
Doubleday. 1910. 248 p. $1.50. Mother Goose and 
other rhymes for the nursery, selected by kindergartners. 

7. Reading Lists. 

Jordan, Alice M. 1000 good Books for Children. U. S. 

Bureau Ed. 1914. 40 p. $.05. Annotated list, chiefly 

story books, some science and history. 
11. The Story-teller's Magazine. Newson & Co., New York. 

$1.00 Articles on story-telling, stories for children; 

book reviews. 
John Martin's Magazine. John Martin's House. Garden 

City, Long Island, N. Y. $3.00. A quaint and jolly 

magazine for children 3 to 12 years. 

Chapter XVII. Science and History 

A. Science. 
I. 1. Biology, general. 

iBigelow, Maurice A. and Anna N. Applied Biology. Mac- 
millan. 1911. 583 p. Illus. $1.40. A comprehensive 



BIBLIOGRAPHY 409 

and authoritative book including general biology, botany, 
zoology, human physiology and hygiene, embryology. A 
source book for facts. 

fHodge, Clifton F. Nature Study and Life. Ginn. 1902. 
514 p. Illus. $1.50. Studying nature in the environ- 
ment, learning how to tame birds, care for animals, pets, 
aquarium and vivarium; how to prevent the spread of 
insect pests. A guide book with the children. 

fMorley, Margaret W. A Song of Life. McClurg. 1891. 
155 p. Illus. $1.25. A book for little children on the 
elements of development of life and a new generation, in 
plants, fishes, frogs, birds, mammals; told in story form. 

fVerrill, Alpheus H. Boy Collector's Handbook. McBride. 
1915. 290 p. Illus. $1.50. How to collect and pre- 
serve minerals, plants, fresh water animals, shells, stamps, 
coins, postcards, relics. Use of camera and microscope in 
collecting. 
11. The Guide to Nature. The Agassiz Assn., Sound Beach, 
Conn. $1.00. Interesting articles for children, on nature. 
III. The Agassiz Association, Sound Beach, Conn. Edward F. 
Bigelow, President. A nature study organization for children. 

2. Animals. 

"Davidson, Gladys. Helpers without Hands. Stokes. 1914. 

117 p. Illus. $2.25. Animals in all parts of the world, 

and how they help man. Illustrated in color by Ed. 

Noble. 
°Dugdale, Florence E. Illus. by E. J. Detmold. Book of 

Baby Beasts. Button. 1912. 120 p. Illus. $3.00. 

With 19 large illustrations in color. 
"Eddy, Sarah J. Friends and Helpers. Ginn. 1899. 232 p. 

Illus. $.60. Friendly stories and poems about animals 

and birds. Illustrated from photographs and famous 

paintings. 
Lang, Andrew. The Animal Story Book. Longmans. 

1909. 400 p. $2.00. Stories of animals from literature 

and history. 
Pierson, Clara D. Among the Meadow People. Button. 

193 p. Illus. $1.00. Stories for children of common 

animals and birds that live in the meadows. 
Schwartz, Julia A. Wilderness Babies. Little. 1905. 226 

p. Illus. $1.50. Stories of how many kinds of animals 

care for their little ones. 
Seton, Ernest Thompson. Wild Animals at Home. Bouble- 

day. 1913. 226 p. Illus. $1.50. The author's per- 



410 BIBLIOGRAPHY 

sonal adventures in studying wild animals in their native 
habitat. Over 150 sketches and photographs by the 
author. 

®Book of the Zoo. Button. Linen, $.75. Large, beauti- 
ful picture book. (Many others at from $.25 to $2.00.) 

^Animal Book. Gabriel & Sons, New York. 25 p. Linen. 
$.50. Beautiful animal picture books, illustrations painted 
from life. 

3. Insects, Sea-shore, Birds. 

Comstock, John H. Insect life. 1897. 347 pp. Illus. 
$1.75. Habits, life histories, appearance, identification. 

Kellogg, Vernon. Insect Stories. Holt. 1908. 298 p. 
Illus. $1.50. Stories of how the author and a little 
girl observed and collected insects. 

Mayer, Alfred G. Sea-Shore Life. Barnes. 1906. Illus. 
Bibl. 181 p. $1.20. Shells and seawood found along the 
Atlantic coast of America. Illustrations in color. A 
source book and aid in identification. 

**Burroughs, John. Bird Stories from Burroughs. 1911. 
Houghton. 171 p. Illus. $.80. Delightful stories by 
the great naturalist, illustrated in color and in black and 
white by Louis Agassiz Fuertes. 

°Dugdale, Florence E. Illus. by Detmold. Book of Baby 
Birds. Button. 1911. 120 p. Illus. $3.00. Nineteen 
large pictures in exquisite color. 

^Miller, Olive Thorne. The Children's Book of Birds. 
Houghton. 1915. 212 p. Illus. $2.00. Stories of the 
common birds, identification, attracting. Some illustra- 
tions in color. Excellent first book. 

Reed, Charles K. Bird Guide. Land birds. $1.00. 

Water birds. $1.00 McClurg. Pocket edition, with illus- 
tration in color of each species. 
I.&. ^Audubon Bird Charts. Bradley. Large wall charts. 
Each, $.50. About twenty-five common birds shown on 
each chart, in color. Two charts for land birds, one for 
water birds. 

**Mumford Bird Pictures. A. W. Mumford, Chicago. $1.80 
per hundred. Loose-leaf pictures, natural color and size. 

°Audubon Bird Pictures. Appleton. $1.80 per hundred. 

Pictures natural size and colorings. 

11. Bird Lore. Publication of the Audubon Society. Appleton. 

$1.00. Stories of birds and bird life. 

III. National Association of Audubon Societies. New York. 

Membership organization, with Junior Department for 



BIBLIOGRAPHY 411 

children interested in birds; issues bird pictures and 
other bird literature. 

4. Flowers, Plants, Gardening. 

Levison, J. J. Studies of Trees. Wiley. 1914. 253 p. 
Illus. $1.60. Identification, structure and care of trees; 
woods and their use. 

Mathews, F. Schuyler. Familiar Features of the Roadside. 
Appleton. Illus. $1.75. A handbook to aid in identify- 
ing flowers and trees, insects and birds, commonly found. 

Mathews, F. Schuyler. Familiar Flowers of Field and 
Garden. Appleton. 1915. 306 p. Illus. $1.40. Iden- 
tification, arranged by months ; illustrated with about 200 
drawings. 

Stark, F. W. Wild Flowers Every Child Should Know. 
Doubleday. $.50. The most common of the wild flowers. 
Some illustrations in color. 

Dixon, Royal. The Human Side of Plants. Stokes. 1914. 
201 p. Illus. $1.50. Interesting things that plants do, 
such as going to sleep, swimming, walking, foretelling the 
weather; has all the human interest of purely fanciful 
tales about flowers, and is scientifically accurate. 

Duncan, Frances. When Mother Lets us Garden. Moffatt. 
1910. Ill p. Illus. $.75. Simple directions for out- 
door and indoor gardening. Breathes the spirit of the 
garden; charming pictures and quotations. 

5. Physics, Chemistry, Physical Geography, Geology, As- 
tronomy. 

Clark, Bertha M. General Science. A. B. Co. 1912. 
363 p. Illus. $.80. Physics and chemistry of everyday 
life. Suggestions for observations and experiments. 
Source book. 
tHolden, E. S. Real Things in Nature. Macmillan. 1910. 
443 p. Illus. $.65. Comprehensive, including some- 
thing of each of these sciences, and some primitive life 
history. 

Blackwelder, Eliot, and Barrows, H. H. Elements of 
Geology. A. B. Co. 1911. 475 p. Illus. Bibl. $1.40 
Structure of the earth, work of atmosphere, streams, 
glaciers ; changes in oceans, lakes, rivers ; how mountains 
and plains are formed; the geological ages of the past. 
Source book. 

Houston, Ed. J. Wonderbook of the Atmosphere. Stokes. 
1907. 326 p. Illus. $1.50. Climate, winds, clouds. 



412 BIBLIOGRAPHY 

storms, rain, snow, lightning ; heat, light and sound waves. 
Authoritative answering for the child's questions. Source 
book. 

St. John, T. M. Fun with Magnetism. St. John. New 
York City. lUus. $.35. Book of directions, magnet and 
apparatus for games. 

St.John,T. M. Fun with Electricity. St. John. Illus. $.65. 

St. John, T. M. Fun with Chemistry. St. John. Illus. 
$.65. Directions for apparatus and games. 

Ball, Sir Robert S. Starland. Ginn. 1907. 402 p. illus. 
$1.00. Authoritative and interesting accounts of the sun, 
moon, planets, comets, constellations. 

t^Porter, Jermain G. The Stars in Song and Legend. Ginn. 
1901. 129 p. Illus. $.60. Myths of the stars; sky 
maps showing constellations. Illustrations by A. Diirer. 

Forman, S. E. Stories of Useful Inventions. Century. 
1911. Illus. 248 p. $1.00. Tracing development from 
ancient to modern times of lighting, heating, vehicles, and 
modern use of steam and electricity. 

Towle, George M. Heroes and Martyrs of Invention. Lo- 
throp. 1890. Illus. 202 p. $.75. Inventors in ancient his- 
tory, Gutenberg, Palissy, Watt, Fulton, Howe, and others. 

Wright, Henrietta C. Children's Stories of Great Scientists. 
Scribner. 1909. 350 p. Illus. $1.25. Interesting 
stories of Galileo, Newton, Franklin, Linnaeus, Faraday, 
Agassiz, Darwin, Huxley and others. Source book. 

6. Geography and Travel. 

Andrews, Jane. Seven Little Sisters. Ginn. 127 p. Illus. 
$.75. Stories of children of other countries, as told to 
children. 

**Barnard, H. Clive. Pictures of Famous Travel. Mac- 
millan. 1914. 64 p. Illus. $.75. Ships and explorers 
from historic to modern times told chiefly by the 60 
pictures, 31 of these in color. 

Carpenter. How the World is Fed. 1907. 340 p. 

Carpenter. How the World is Clothed. 1908. 340 p. 

Carpenter. How the World is Housed. A. B. Co. 1911. 
352 p. Illus. 

$.60 each. Geographical readers, showing the raising, pro- 
curing, manufacture and transportation of the necessities 
of life, in all parts of the world. Source book. 

**Dunham, Edith. Jogging Round the World. Stokes. 
1905. 80 p. Illus. $1.50. Steeds and vehicles in 



BIBLIOGRAPHY 413 

strange lands and at home, with 36 large illustrations from 
photographs, in color. 

Hall, Katherine S. Children at Play in Many Lands. 
Revell. 1912. 92 p. Illus. $.75. Games played by 
children in many countries, with directions. 

Morris, Charles. Home Life in Many Lands. Vol. I. 
Lippincott. 1906. 250 p. Illus. $1.00. A geographical 
reader describing ways of living in other countries. A 
source book. 

^Synge, M. B. A Book of Discovery. Putnam. 1912. 
554 p. Illus. $2.50. The world's explorations from the 
earliest historical times to the finding of the South Pole. 
About 150 illustrations. 

Little People Everywhere Series. Little. 14 vol. Illus. 
$.50 each. Stories of child life, play, home life, centering 
about imaginary individual children in some foreign land. 

(See also Laura B. Starr, Mary H. Wade. Chap. XV.) 
11. Everyland. A magazine for children. Stories and pictures 
of children and ways of living in all parts of the world. 
156 Fifth Ave., New York. $1.00. 

National Geographical Magazine. National Geographical 
Society. Washington, D.C. $2.00. Many interesting 
articles on countries and peoples, illustrated with numer- 
ous photographs. 

Home Progress Magazine. (Chapter I.) 

St. Nicholas Magazine. The Century Co. New York. 
$3.00. Includes interesting articles on science for children. 

Stereographs and lantern slides illustrating geography, travel, 
sciences, issued by Underwood & Underwood, New York 
City, and by Keystone View Co., Meadville, Pa. 

Lanterns and balopticons (for throwing any picture on a 
screen), furnished by Bausch & Lomb, New York City. 

B. History. 

1. Anthropology, Primitive and Indian Life. 

Clodd, Edw. The Childhood of the World. Macmillan. 
1914. 240 p. Illus. Bibl. (New ed. Revised and en- 
larged.) $1.20. Prehistoric man, early migrations; be- 
ginnings of inventions, language, arts; early myths and 
religion. Source book. 

Hall, H. R. Days Before History. Crowell. 1907. 129 p. 
Illus. $.50. Especially the early Cave people and Lake 
people ; life of early Aryans. 

Waterioo, Stanley. Story of Ab. Doubleday. 1897. 351 p. 
Illus. $1.50. Story of a boy in the time of the Cavemen. 



414 BIBLIOGRAPHY 

Eastman, Charles A. Indian Scout Tales. Little. 1915. 
199 p. Illus. $.80. Indian methods of making fires, 
wigwams, cooking, taming animals, Indian signs and 
language. 

Schultz, J. W. Sinopah, the Indian Boy. Houghton. 

1913. 155 p. Illus. $1.10. True story of an American 
Indian boy. Illustrations by E. Boyd Smith. 

fSeton, Ernest Thompson. Woodcraft. Doubleday. 1912. 
567 p. Illus. $1.75. Indian traits and ways; Indian 
names and their meaning; Indian songs, dances, cere- 
monies ; stories of Indian characters ; scout craft, camping 
and camp craft. Over 500 illustrations. 

2. Ancient and Classic History. 

Arnold, Emma J. Stories of Ancient Peoples. A. B. Co. 
1901. 232 p. Illus. $.50. Stories and legends of Egypt, 
Babylon, Assyria, Phoenicia, Palestine, Persia, India, 
China. 

Gould, F. J. Tales of the Greeks. Harper. 1910. 162 p. 
Illus. $.75. Twenty-two tales from Plutarch's Lives. 
Illustrations by Walter Crane. 

Gould, F. J. Tales of the Romans. Harper. 1910. 167 p. 
Illus. $.75. Stories from Plutarch's Lives. Illus. by 
Walter Crane. 

°Gulick, Charles B. Life of the Ancient Greeks. Appleton. 
1907. 350 p. Illus. Bibl. $1.50. Daily life among 
the Athenians ; their houses, clothing, occupations, educa- 
tion, social life, customs, child life. Nearly 300 illustra- 
tions. Source book. 
fShaw, Charles D. Stories of the Ancient Greeks. Ginn. 

1903. 300 p. Illus. $.60. Part I contains many of the 
myths ; Part II, Greek history in story form. Source book. 

3. Mediaeval to Modern. 

Andrews, Jane. Ten Boys on the Road from Long Ago to 
Now. Ginn. 243 p. $.50. Stories of the boy life of 
ten famous men of ancient and mediaeval times. 

''O'Neill, Elizabeth. A Nursery History of England. Stokes. 

1904. 186 p. Illus. $2.25. Story of England for chil- 
dren ; many large colored illustrations. 

Steedman, Amy. When They Were Children. Stokes. 

1914. 387 p. Illus. $1.60. Stories from childhood of 
forty-five famous men and women in mediaeval and modern 
history, including writers, scientists, artists, inventors. 

(See also Forman, Towle and Wright, Chapter XVII, A 5.) 



BIBLIOGRAPHY 415 

4. American. 

Barber, Lucy L. A Nursery History of the United States. 
Stokes. 1916. 180 p. lUus. $2.00. Simple story of 
great events. Ninety illustrations, many of them in color. 

Bass, Florence M. Stories of Pioneer Life. Heath, (a) 
1900. 136 p. Illus. $.40. Settling of Middle West; 
perils of pioneer life ; stories of Marquette, Boone, Lincoln. 

Brooks, Eldridge S. The Century Book for Young Amer- 
icans. Century. 1896. 250 p. Illus. $1.50. Story of 
a children's pilgrimage to historic homes and buildings in 
Boston, Plymouth, New York, Washington, the South, 
the Middle West. 

Earle, Alice Morse. Child Life in Colonial Days. 1909. 
418 p. Illus. $2.50. Home life, clothing, food, play, 
discipline. Many illustrations. 
fEggleston, E. Stories of Great Americans for Little Ameri- 
cans. A. B. Co. 1895. 159 p. Illus. $.40. Stories 
of explorers, soldiers, statesmen, scientists, inventors, 
writers, artists. 

Eggleston, E. Stories of American Life and Adventure 
A.B. Co. 1895. 214 p. Illus. $.50. Historical stories, 
home life and customs ; from all periods and regions. 

Gordy, Wilbur F. Stories of American Explorers. Scribner. 
1906. 206 p. Illus. $.50. Explorers on sea and land, 
from Columbus to La Salle. Source book. 

Stone, Gertrude, and Fickett, M. Grace. Everyday Life in 
the Colonies. Heath. 1905. 109 p. Illus. $.35. Tells 
graphically of homes, apparel, occupations, travel, play. 

Stimpson, Mary S. Child's Book of American Biography. 
Little. 1915. 251 p. Illus. $1.00. Thirty men and 
women, statesmen, writers, inventors, artists, scientists. 

5. Anniversary Days. 

Olcott, Frances J., compiler. Good Stories for Great Holi- 
days. Houghton. 1914. 461 p. Bibl. $2.00. In- 
cludes all civic and religious holidays observed in America. 
Stories from various writers appropriate to each holiday. 

Schauffler, Robert H., editor. Series on Our American 
Holidays. Moffatt. 1908-14. about 300 p. per volume. 
$1.00 each. One volume devoted to each holiday, giving 
origin, significance, appropriate quotations, suggestions for 
celebration. 

6. Bibliography. 

Cleveland Public Library. Reading Lists for Special Days. 
H. W. Wilson Co. Minneapolis. 1911. 148 p. Paper, 



416 BIBLIOGRAPHY 

$.25. Lists of books and magazine articles with refer- 
ences, for understanding and celebration of special days. 
Andrews, Chas. M. ; Gambrill, J. Montgomery; Tall, Lida 
Lee. Bibliography of History. Longmans. 1911. 224 p. 
$.60. With descriptive and critical annotations on each 
reference. Includes history in all ages and countries, 
technical and popular, historical fiction, children's stories 
preparatory to history. 
III. American School Peace League. Boston. Membership or- 
ganization, with Junior Department for children; issues 
literature. 

Chapter XVIII. Handwork 

I. 1. Teaching. 

Ledyard, Mary F., and Breckenfeld, Bertha H. Primary 
Manual Book. Bradley. 1911. 121 p. lUus. Bibl. 
$1.20. A large-size volume containing suggestions for 
handwork correlated with art education, child's interest 
in nature, primitive life, toys; directions, quantity of 
material and equipment needed. Children 5 to 9 years. 

Snow, Bonnie E. and Froehlich, Hugo B. Industrial Art 
Text Books. Books I and 11. Prang. 1915. 72 p. 
each. $.25 each. Suggestions for drawing, cutting, water 
color, weaving, paper dolls, stick printing, toy theatres. 
5 to 8 years. 

The Graphic Drawing Books. Prang. 1914. Book I and 
II. Each, $.15. The newest ideas in drawing teaching; 
each book contains true color chart. 5 to 7 years. 

2. Various processes. 

Adams, Morley. Toy Making at Home. Stokes. 1916. 
Illus. $.50. Simple directions for simple toys from home 

* materials. 4 to 7 years. 

Johnston, Bertha. Home Occupations for Boys and Girls. 
Jacobs. 1908. 191 p. Illus. Bibl. $.50. Use of com- 
mon material for making things; collecting; celebration 
of festivals. 4 to 6 years. 

Rich, G. EUingwood. When Mother Lets us Make Toys. 
Moffatt. 1915. 122 p. Illus. $.75. Simple toys from 
pasteboard, paper, wood and common materials. 

3. Woodwork. 

Johnson, B. W. Coping Saw Work. Bradley. Paper, $.20* 
Directions for simple work. 3 to 8 years* 



BIBLIOGRAPHY 417 

Pierce, Frank H. Woodwork for Little Folks. Seribner. 
1915. Illus. $1.00. Coping saw work. Full directions, 
with drawings actual size, for toys, jointed birds, animals, 
men ; toy furniture, wheelbarrows, engine. 4 to 12 years. 

Seldon, F. H. Woodwork for Grades. Orr & Locket, 
Chicago. 1913. Ill p. Illus. $1.25. Illustrations of 
all tools, equipment, movements. Simple directions for 
woodworking. 3 to 12 years. 

4. Drawing and Painting. 

Soper, Mabel B. Principles and Practice of Elementary 
Drawing. Scott. 1915. 147 p. Illus. $1.50. Prin- 
ciples and methods of teaching elementary design, draw- 
ing, color. Written as a textbook for normal school 
students. 

Drawings to Color. 3 sets, 50 per set. J. Hammett, Boston. 
$.15 per set. Simple lines. Birds, fruits, animals, chil- 
dren, flowers. 3 to 7 years. 

Mother Goose Color Cards. Bradley. 12 in set, $.15 set. 
To be colored. 6 to 9 years. 

Prang Paint Books. Prang. Size 7 X 10. 32 p. each. 
$.10 each. 1. Hiawatha, 2. Robinson Crusoe, 3. Alice in 
Wonderland, 4. Hansel and Gretel. Simply drawn, heavy 
lines. 3 to 7 years. 

McMahon, Jo. The Jo McMahon Colorbook. Bradley. 
1915. $.30. Charming pictures, some humorous, each 
with a brief story and suggestions for coloring ; loose-leaf 
form. 3 to 10 years. 

5. Cutting Out. 

Beard, Adelia B. The Beard Animals. Stokes. 1914. 
15 p. Illus. $.75. A dozen small common animals, as 
rabbit, squirrel, to be cut out ; life size. 5 to 9 years. 

Chapman, C. Durand. Self-made Pictures for Children. 
Stokes. 1916. Illus. $1.00. Pictures in color, to be 
cut out, pasted and assembled; all relating to historical 
places and events. 

Paper Cutting Designs. J. Hammett, Boston. 50 in set. 
$.15 per set. Flowers, birds, animals, children. Black 
on white. 5 to 10 years. 

Wright, Maud A. Bird Cut-outs. Bradley. 10 in set. 
$.25 per set. 1. Spring and Summer Birds, 2. Summer, 
3. Winter. Natural size, to color, cut out, paste together 
and suspend with thread. 

Scantlebury, Elizabeth E. Homes of World Babies. Flana- 
gan. 1910. 60 p. $.50. Silhouettes of children, houses. 



418 BIBLIOGRAPHY 

scenes from home life, from eight nationalities. Brief 
story, using names in Andrews' ** Seven Little Sisters." 
5 to 10 years. 

6. Electricity and Physics. 

St. John, Thomas M. The Author, New York City. 1905. 
139 p. $1.00. Real Electric Toy Making. Simple toys 
operated by magnets and electricity. 3 to 12 years. 
II. Something to Do. Bennet Publishing Co. Boston. $1. A 
magazine for children, with many suggestions for hand- 
work. 

School Arts Magazine. Bennett Publishing Co. Boston. 
$2. Art teachers* magazine ; many suggestions for designs, 
technique, methods. Source book. 

(See also St. Nicholas Magazine, Chapter XV ; Kindergarten- 
First Grade and Kindergarten-Primary, Chapter I.) 

Chapter XIX. Music and Art 

A. Music. 

I. 1. Teaching. 

Damrosch, Frank. Some Essentials in the Teaching of 
Music. 1916. 101 p. $1.25. Not on specific method, 
but some essential general principles of musical education ; 
what to expect of a music teacher. 
fLavignac, Albert. Musical Education. Appleton. 1902. 
447 p. $2.00. Translated from the French. Authorita- 
tive, comprehensive; includes both instrumental and 
vocal music; general principles of musical education; 
how to select a teacher; when to begin. 

Schauffler, Robert H. The Musical Amateur. Houghton. 
1911. 261 p. $1.25. Chatty discussion of the evolution 
of a musical amateur; treats of the human rather than 
the technical side of music education; some principles in 
childhood. 

2. Instrumental Rhythms and Dances. 

fCrawford, Caroline, and Fogg, Eliz. R. Rhythms of Child- 
hood. Barnes. 1915. 84 p. $1.50. Rhythms for the 
little child to interpret in his own way, the beginnings of 
folk dancing ; valuable for cultivating sense of rhythm. 

Hofer, Mari Ruef. Music for the Child World. Bradley. 
$1.25. Characteristic rhythms, many of them simple 
classic music, accompaniments simplified for the amateur 
pianist. 



BIBLIOGRAPHY 419 

Crampton, C. Ward. Folk Dances. Barnes. 1914. 82 
p. $1.50. From English, French, Scandinavian, Russian ; 
with directions. 

3. Songs and Voice. 
tBentley, Alys. The Song Primer. Barnes. 1910. Illus- 
trated. $.30. A book of first songs, melody only, in large 
size notes; illustrations in color. Simple melodies and 
themes. 

Bentley, Alys. Song Sentences. Barnes. 40 cards. $.40. 
Simple themes printed on large cards. 

Bentley, Alys. Tone Plays for Children. Child Life in 
Song and Speech. Barnes. Paper pamphlets. Each 
$.10. Methods of education in tone play and singing, for 
children four to seven years. 

Bullard, Carrie and Elliott, J. Mother Goose Songs. Hinds 
& Noble, New York. 124 p. Paper, $.50. The Mother 
Goose songs and English Folk songs. 

Walker, Gertrude, and Jenks, Harriet S. Songs and Games 
for Little Ones. Ditson. 1912. 136 p. $2.00. An ex- 
cellent collection of kindergarten songs and games. 

^'Chansons de France. Nursery and folk songs and singing 
games. Schirmer. lUus. $3.00. Traditional games, 
with directions for playing. French words only. Illus- 
trated in quaint colored pictures by Boutet de Monvel. 

Weld, H. P. Mechanism of the Voice and its Hygiene. Ped. 
Sem. 1910. pp. 143-59. Illus. Bibl. A thorough brief 
treatise, and invaluable reference list. 

Quigley, Margery C. and others. Index to Kindergarten 
Songs. Amer. Library Assn., Chicago. 1915. 286 p. 
$1.50. Indices by subject, title, first line, author, com- 
poser; lists for special occasions. Covers all the sixty 
standard collections. 

Scobey, Katherine L., and Home, Olive B. Stories of Great 
Musicians. A. B. Co. 1905. 182 p. Illus. $.40. In- 
cidents in the lives of musicians of interest to children. 

Phonograph records for children should be light, happy 
rhythmic music, such as that of Mendelssohn^s Spring 
Song, the light music of Schubert, Haydn, Weber, Gilbert 
and Sullivan; not heavy, tragic, complex music of the 
masters and moderns or the ordinary light opera or ballad. 

B. Art. 

1. History and Appreciation. 

Hurll, Esther M. How to Show Pictures to Children. 
Houghton. 1914. 138 p. Illus. Bibl. $1.50. The 



420 BIBLIOGRAPHY 

kinds of pictures that interest children; practical sug- 
gestions for education in appreciation; classified lists of 
pictures. Many illustrations of famous pictures. 

Whitcomb, Ida Prentice. Young People's Story of Art. 
Dodd. 1906. 380 p. $2.00. Includes sculpture, archi- 
tecture and painting ; Egyptian, Greek, Roman, Mediaeval, 
Modern except American. Many illustrations of famous 
buildings, statues, pictures. 

Barstow, Charles L. Famous Buildings. Century. 1915. 
246 p. $.60. From Egyptian to modern times. List of 
representative buildings in over twenty American cities. 

2. Picture Books. 

Brook, L. Leslie. Picture books. Nursery tales. Each 
paper cover, $.25. Strong drawing and coloring, abundant 
humor. 

Caldecott, Randolph. Four volumes, illustrating children's 
classics in verse and fairy tale. Button. Each, $1.25; 
or in separate parts (16), paper cover, each $.25. Rollick- 
ing fun, strong color. 

Crane, Walter. Picture books. 24 books. Button. Each 
$.25; also in combined volumes. Fairy tales, fables, 
nursery rhymes. Bainty, delicate coloring. 

Greenaway, Kate. Mother Goose. Button. $.60. Pied 
Piper. $1.50. Other volumes with original stories. 
Bainty colorings, quaint drawings, touches of humor. 

Nister, Ernst. Picture books. Button. Paper covers, 
$.05 to $.50; Linen books, $.50 to $1.00; board covers, 
$.50 to $2.00. Beautiful books in color, of animals, birds, 
farm life, fairy tales, nursery rhymes, Bible stories. 

Gabriel books. Picture books. Paper, $.05 to $.50; linen, 
$.50 to $1.00. Same type and quality as Nister books. 

(See also all books marked ° in previous sections of the 
bibliography.) 

3. Reproductions of famous pictures and statuary. 
Gabriel prints. Series of 12 in package, several sets, 10 

X 12. $.30 package. Animals, farm life; reprints from 

Gabriel books; beautifully colored from life by expert 

artists. 
Smith, Jessie Willcox. Mother Goose Pictures, in color; 

sheets 10 X 12. 1916. Bradley. $.25 each. 
Gems in Art, from English galleries. Colored exactly as 

originals. Large size, $.50; small size, sheet 6X8, 

$.15 each, 2 for $.25. 



BIBLIOGRAPHY 421 

Madison Prints. Series of reproductions of masterpieces 
hand-colored, large size, $1.00 each. Each picture bears 
descriptive note. 

Masterpieces in Color. Series of 60 booklets, each with 8 
reproductions, small size, accurately colored, of one artist 
Stokes. $.75 each. Booklets 6X8; descriptive and 
critical text by authorities. 

Copley Prints. Curtis & Cameron, Boston. Reproductions, 
some in color, of modern artists. Prices from $.50 up. 

Cosmos Prints. Cosmos Co., New York. Hundreds of 
subjects, including famous paintings, statuary, architec- 
ture, portraits. 10 for $.25. 

University Prints, Boston, Mass. 25 for $.25. 

Perry Pictures, Maiden, Mass. 25 for $.25. 

Each of these series includes hundreds of subjects, in black 
and white, famous reproductions, size about 6X9, some 
subjects in larger series at $.05 each. 

Caproni casts. Caproni & Bro. Boston. Plaster casts of 
famous statuary. 

Chapter XX 

Aikens, Charlotte A. Home Nurse's Handbook. (a) 
Saunders. 1912. 276 p. Illus. $1.50. A very practical 
manual especially for home nurses and mothers; includes 
obstetrical nursing, care of infants, emergencies. 

Baruch, S. Principles and Practice of Hydrotherapy, (c) 
Wood. 1908. Illus. 550 p. $4.00. General principles 
and use m specific conditions. 

Cooke, Joseph B. Nurses^ Handbook of Obstretrics. Lip- 
pmcott. 1915. Illus. 475 p. $2.00. Physiology and 
nursing through pregnancy and childbirth ; care of infants. 

Kellogg, John H. Art of Massage. Good Health. 1902. 
Illus. $2.25. Explicit, with illustrations showing differ- 
ent movements. 

Osier, Wm., and McCrae, Thomas. Modern Medicine. Lea 
& Febriger, Philadelphia. 1913. 8 vols. Symptoms, 
progress and therapy of diseases. 

Pattee, Alida F. Diet in Disease. The author, White 
Plains N. Y. 527 p. Illus. $1.50. General principles 
of feeding in illness; special diet for specific disorders: 
caloric value of each recipe. 

Pope, Amy E. Anatomy and Physiology for Nurses Put- 
nam. 1915. 596 p. Illus. $1.75. Especially clear and 



422 BIBLIOGRAPHY 

well illustrated; facts selected with special reference to 
intelligent hygiene and care in illness. 

Cohen, Solomon Solis, editor. A System of Physiological 
Therapeutics. Illus. 11 vols. Blakiston. Physiological 
methods of preventing and treating illnesses, by hydro- 
therapy, phototherapy, serum-therapy, massage, diet. 
Special articles by authorities and specialists. 1901-05. 
1.6. U. S. Dept. of Agri. Pamphlets on Disinfectants and on 
Patent Medicines. 

Adams, Samuel Hopkins. The Great American Fraud. 
Amer. Med. Assn. Press. 1914. $.15. Reprint of Collier's 
articles on patent medicines. 

Pamphlets issued by American Medical Association Press on 
patent nostrums and medical quackery. 
II. The Nurse. Jamestown, N. Y. $2.00. Practical articles 
on home nursing. 

Chapter XXI. Bibliographies 

Books containing references lists relating to the subject they 
treat are so described. Bibliographies pertaining only to 
the one subject of the chapter, are listed in each chapter. 

Index Medicus. Carnegie Institution, Washington, D. C. 
$6. yearly. Hygiene, nutrition, therapeutics. Covers 
American and foreign books and periodicals. Can be con- 
sulted in medical, technical and public libraries. 

Readers' Guide to Current Literature. Wilson & Co., White 
Plains, N. Y. $12. per year. Monthly index of articles 
in the principal monthly and weekly publications, classified 
by subjects, titles, authors. Can be found in public 
libraries. 

Cumulative Index. Wilson & Co. $6.00 per year. Can 
be found in public libraries and at book publishers and 
book sellers. Quarterly announcement of new books, class- 
ified by titles and authors. 

Olcott, Frances J. The Children's Reading. Houghton. 
1912. 338 p. Discussions of children's books; lists of 
stories ; annotated list of children's books, and editions of 
children's classics, books on science, history, travel, art; 
purchase list. 

Supplementary bibliographies. School of Mothercraft. 

A. Family, Home, Marriage, Eugenics. $.25. 

B. Parenthood, Maternity, Care of Baby. $.25. 

C. Child Hygiene, Feeding, Nutrition, Therapeutics. $.25. 

D. Child Study, Education^ Play, Stories, $.50, 



BIBLIOGRAPHY 423 

These are pamphlets uniform in method of annotation with 
the preceding list, and are brought up to date annually. 

Classics and popular science books in cheap editions : 
World's Classics. Button. Per volume, $.25. 
The People's Books. Dodge Publishing Co., N. Y. C. $.25. 
Everyman's Library. Button. $.35 and $.70. 
Macmillan Pocket Series. Macmillan. $.25. 
Oxford Series. Oxford University Press, New York City. 

$.35 and $.60. 
Winston Classics. Winston. $.55. 
Boy Scout Series. Boubleday. 
Riverside Classics. Houghton. 

School editions of classics by Ginn, Heath, American Book 
Co. 



INDEX 



Accuracy, 42, 86, 201, 207-9, 253, 

259-62 
Adenoids, 115, 117, 122, 137, 146, 
153, 227, 232, 234, 237, 251, 
371 
Adolescence, 29, 75, 52, 63, 102, 

123, 149, 198, 205, 211 
Esthetic interest, development, 
48, 59, 61, 240, 248, 252, 
258, 286, 329, 336 
training, 151, 195, 247-8, 250, 
252, 256, 259, 262, 290, 
299, 318, 328-36 
Affection, expression of, 214, 256 
Age, 47, 159-60, 163-4, 370-5 
Air, cold, 108 

fresh, 70, 86, 107-10, 122, 126-7, 

153, 157, 339, 362 
bad, 108, 115, 122, 135, 137 
night, 107-8 
Airing, child, 87, 90, 108-9 

rooms, 99, 108, 124 
Alcohol (drinking) 16, 17, 36-7, 
68, 75, 80, 102-3, 123, 146, 
164, 175, 235, 371 
as antiseptic, 139, 343, 357, 362 
for skin, 79, 135, 139, 343-58 
Altruism, 49, 52, 211-14, 242-3, 

249, 257, 262 
Anemia, 36, 58, 60, 166, 236-7, 
338-41 
treatment, 134, 343 
Anger, child, 114, 117, 158 

mother, 74, 104 
Ajiimals, 251, 255, 303, 309, 332, 
336 
toy, 254. 290-5, 318-23 
Antiseptics, 139, 149 
Apartment life, for baby, 109, 246 
Appetite, 157-8, 338-43, 349 
training, 164-5, 174, 193, 214, 
217 



Artificial feeding, 100-2, 115, 

234, 370, 379 
Attention, development, 55-61, 
211, 239 
training, 208-9, 213, 216, 266, 
278, 283, 291, 302 
Auto-education, 203 
Auto-intoxication, 168 
causes, 166, 168, 173 
effects, 67, 160, 167, 236 

Baby, care, 76-118 

See Bathing ; Education, be- 
ginnings ; Feeding ; In- 
fancy; Mortality 
Balanced ration, defined, 159 
Balancing, 252-3, 272-3 
Bariey, 104, 107, 189, 346 
Bathing, 233 
babies, 94-9 

children, 121-5, 131-4, 178 
equipment, 78-9, 87, 95, 131, 

342, 352 
in illness, 132, 337, 343-5, 

348, 352, 354, 356 
in maternity, 68-9 
temperatures, 68, 94, 97, 132-3 
times, 87, 133, 343 
Baths, air, 98, 121, 123, 133 
bran, 131, 356 
cold, babies, 94, 97 
children, 121, 131-2 
maternity, 68 

effects, 122-3, 131, 202, 344 
in illness, 132, 343, 348, 352, 354 
temperature, 94, 97, 132, 348 
when avoided, 68, 132, 348 
hot, 344-5, 351-3 

in illness, 344-5, 347, 353 
leg, 344-5, 351, 353 
light, 134 
mustard, 345, 362 



435 



426 



INDEX 



Baths — Continued 

neutral, temperature, 69 
salt. 69, 132-3, 356 
shower, 132 
soda, starch, 356 
sun, 121, 123, 133-4, 343, 353 
sponge, babies, 94, 97 
children, 132-3 
in illness, 348, 352, 354 
tub, babies, 94, 97 
children, 133 

in illness, 344-5, 352, 354 
warm, babies, 94-98 
children, 132-3 
temperature, 69, 94, 133, 
353 
Bed, baby's, 77, 80, 107-110 
child's, 124, 126, 149 
mother's, 73 

in illness, 338, 344, 346, 348, 
359 
Bedtime, baby, 110, 112, 233 
children, 120, 125-8, 133-4, 147, 

149, 157, 176, 218, 233, 257, 
302 

Bed-wetting, 127, 128, 145, 
Beef juice, food value, 173, 355 
Beer, 103, 164, 175 
Bible, stories, 221, 26a, 300-8. 

teaching, 221, 258 
Binders, 65-6, 80-2, 89, 116 
Binet tests, 225 
Biography, 259, 263, 299, 303, 306, 

308, 315 
Biology, 1, 5, 34-9, 199 

teaching, 215, 255, 260, 309-11 
Birds, 215, 254-5, 260, 322 
Birth, care at, 358-60, 379 

reducing pain, 64-5, 67, 75, 92, 
358-60 

control, 39 

intervals between, 39, 115, 359 

marks, 74 ; rate, 39 ; registra- 
tion, 377 

child's questions regarding, 147, 

150, 257, 310 

Bladder, learning control, 87, 91, 

127, 129 
Blindness, 36, 37, 38, 54, 142 
preventing, 97, 359 



Blood, 121-2, 172-4, 233, 341-2, 
344,351 

maternal, 66, 74 
poisoning, preventing, 349-50 
pressure, 52, 58, 60, 232 
Books, use of, xiii, 247, 309, 315 
for children, 141, 205, 260, 335 
Boric acid, 79, 96-8, 104, 137, 
142, 149, 343-4, 348-9 
for eyes, 347, 362 
to make, 362 
saturated solution, 362 
Bowels, regulating, 87, 91, 104, 121 
Braces, 135, 144 
Brain, 48-50, 54, 56, 58, 86, 107, 

201, 211 
Breast, care, 65, 102, 104, 358, 360 
feeding, 98-106, 360, 370, 378-9 
Breathing, 60, 70, 120-2, 134, 143, 
147 
observation of, 225, 232, 236-7, 
339 
Bronchial disease, 54, 56, 58, 60, 

108, 234 
Broths, 159, 163, 173, 190, 193, 

355 
Building, 211, 249, 254, 258, 270 
Burns, 349, 338 
Buttermilk, 67, 186, 355 

Caloric needs, to compute, 177 

children, 159, 160, 175, 179-183 

women, 66 
Calories, to compute cost of, 26 

definition, 159-60 

100-calorie portions, 173, 177- 

83, 365-8 

Candy, 156, 164-5, 174, 214, 349 

Carbohydrates, 168; 160--9, 365-8 

Carpentry, 147, 254, 270, 272, 274, 

318-23 
Castor oil, 345, 361, 362 
Cats and dogs, dangers, 76, 110, 
156, 342-3 

in play, 148, 293-4, 303 
Cellulose, 162, 166, 170-1, 186-7, 

355 
Cereals, 102, 169-72, 188-9, 192-4 

for babies, 106, 163 
Chafing, 92, 98, 148. 356 



INDEX 



427 



Chapping, 134, 344 
Character, 28, 212, 248 
Chest, care, 122, 129, 132 

girth, 151-2, 226, 229, 336, 
372 
Child, exceptional, 85, 205 

individual, 42, 46, 102, 176-7, 
194, 223 ff., 246 
Child's room, 126, 268, 332 
ChHd hygiene, 85-119-95, 249-71, 
290-1, 320, 336, 363, 370-1 
knowledge of, 4, 37, 117, 153 
Child study, 4, 41-2, 41-61, 223, 
245 
schedules, 226-245 
tables, 48-61 
Child welfare, 6, 11, 12, 13, 16, 18, 

29, 31, 39, 40, 63, 215 
Children's Bureau, 6 
Chills, 121, 134, 338-41, 344, 348, 

352 
Choking, 346, 350 
Christ, 11, 12, 263 
Church, 201, 220, 223, 258, 263 
Circulation, 133, 159, 168, 170, 
232-3, 376 
increasing, 121, 124, 131-2, 138, 

145, 351-3 
poor, 120, 135, 153 
Circumcision, 54, 99, 111, 117, 

128, 147-8 
City, 45, 109, 137, 151, 246 
Cleaning, 24 
nursery, 98-9 
toys, 86, 99, 290, 342 
Cleanliness, in baby care, 86, 102, 
251 
child care, 131-49, 251 
food, 156-7, 184-5, 187 
illness, 342-3, 356, 359, 379 
teaching, 251, 253 
Climbing, 142-3, 249, 253, 259, 

270-3 
Clothing, babies, 81-4, 88-94, 111, 
113-4 
children, 113, 129-31, 134, 148, 

206, 253 
maternity, 63-6 
and food requirements, 169 
laundering, 93 



play, 130, 133, 267, 271 

readymade, 130 

for sick nursing, 356 

tight, 65, 89, 92, 114, 116, 131, 

247 
overclothing, 89, 129, 347 
Coffee, avoidance, children, 164, 
175 
maternity, 67 
stimulant in shock, 350 
Cold applications, effects, 351-2 
Cold compress, how to use, 352, 
354 
uses, 345-50 
Colds, causes, 89-90, 108, 122, 129, 
160, 166, 236, 344 
care, 132, 342, 344 
disease symptom, 338-41 
effects, 121, 137, 144. 378 
prevention, 99, 100, 111, 115, 

131-4 
treatment, 344, 354-5 
Colic, causes, 102, 105, 345 
symptoms, 114 
treatment, 116, 344-5 
Collecting, educational, 255, 260 
interests, 255, 258, 262-3, 272, 
274, 312 
Collections, classifying, trains 

reasoning, 211 

Color, interest in, 54, 59, 210, 239- 

40, 248, 251, 272, 286, 335 

education, 206, 249-58, 290, 

301, 319, 322, 327, 331, 335 

Comradeship, in marriage, 10-18 

parents and children, 28, 52, 

151, 195, 216, 218, 247, 268 

Concentration, 239, 245 

training, 49, 208, 249, 256, 277, 

281, 302-3 
See also Attention. 
Conj&dence, self, 51, 55, 217, 257, 
259, 321 
in marriage, 14-19 
between parents and children, 
148-9, 213, 218 
Congenital factors, 235 
debility, 54, 115, 378 
infection, 35 
influences, 63-75 



428 



INDEX 



Congestion, treatment, 69, 127, 
344, 347, 351, 353-4, 360 
Conscience, development, 50-2, 
61, 243 

cultivating, 217, 262 
Consistency, 216-7, 219, 244 
Constipation, 232, 234, 236 

causes, 102-3, 166, 359 

effects, 114, 120, 128, 146, 167-8 

prevention, 67, 121 

treatment, 67, 71, 106-7, 113, 

116, 145, 170, 338, 345, 
355, 357 

Construction, 251, 254, 258, 259, 
261, 263 

See also Carpentry; Hand- 
crafts. 
Continence, 39, 63, 64, 75, 115 
Convulsions, causes, 54, 107, 166, 
186, 379 

disease symptom, 338-41 

treatment, 345, 353 
Cooking, 176, 186-93, 256, 261 
Co-operation, 25, 27, 212 

development, 48-61, 243 

in marriage, 10-15, 39 
Corsets, 65, 130 
Cough, 131, 228, 234, 338-41 

treatment, 346, 354 
Counter-irritants, 351, 353-4, 363 

uses, 346-9 
Country, 18, 27, 70, 109, 151-2, 

247, 371 
Courtesy, 49, 51, 147, 195, 204, 

212, 216, 245, 257, 277 
Cramps, 338, 346, 351 
Creative work, values, 208, 210 

in education, 28, 63, 303, 317, 
321, 331, 333-4 

See Construction ; Hand- 
crafts ; Improvising. 
Crossness, causes, 105, 114, 250 

treatment, 110, 143, 145 
Croup, 56, 58, 115, 131, 152, 378 

treatment, 346 
Crying, causes, 114, 346, 350, 251 

development, 53, 112 

feeding when, 158 

treatment, 88, 105-6, 110, 114, 

117, 158 



Curiosity, 48-61, 146-7, 150, 239, 

245, 258, 291 
Curvature, 54, 56, 58, 60, 143, 

153, 229, 233 
treatment, 86, 116, 143 
Cuts, 338, 350 

Dancing, 59, 142, 147, 149, 150, 
205, 252-3, 256, 259, 272-3, 
316 
Deafness, 36, 38, 143, 235 
causes, 122, 137, 341 
symptoms, 237 
Defects, physical, 17, 54, 56, 58, 
60, 120, 153, 235, 241 
causes and prevention, 36, 38, 

74, 116-7, 153 
scoring, 226-33 

See Mental defects. > 

Development, child, 197-200, 
202-3, 225, 246 
general principles, 43-61 
recording, 223-45 
Dewey, John, 42, 152, 197, 203, 

246, 309 
Diapers, 80-1, 87, 91-3, 116 

laundering, 93 
diapering, 91-93, 116 
Diarrhea, 232, 234, 338, 378-9 
causes, 115, 120, 167 
treatment, 100, 106, 163, 346, 
355 
Diet, according to age, 163-5 
balanced, 160, 175, 60, 100 
laxative, 67, 103, 171 
toxin-free, 64, 354 
wrong, 106, 155-6, 167, 172, 

174-6, 194, 371 
See Feeding ; Foods. 
Dietaries, 177-83 
Digestion, 145, 155, 231, 233, 235 
development, 107, 120, 172, 

186-7 
physiology, 157-173, 186-7, 
193-4 
Diphtheria, 55, 58, 60, 100, 115, 
122, 139, 234, 378 
symptoms, 340 
Discipline, 16, 217, 244 

training in, 51, 87, 114, 177, 



INDEX 



429 



Discipline — Continued 

147-8, 151, 193, 217, 244. 
247 
Disease, causes, 115, 120, 137, 
165-7 
in child's history, 234 
germs. See Diseases, com- 
municable ; Infection. 
Diseases, communicable, 115, 234, 
339-41 
heredity, 36-38, 234 
mortality, 54, 56, 58, 60, 115 
nursing in, 356 
See Infection. 
Dishes, for children's use, 192, 193 
making toy, 318, 327 
disinfecting, 362. 
Dishwashing, 22, 24 
Disinfectants, 361-2 
Disinfecting, 93, 139, 149, 359, 362 
Doctor. See Physician. 
Doing, feeling and thinking, 204, 

317 
DoU-house, 256, 294, 296, 323-4 
Dolls, at bed time, 149 

cultural values, 282, 288, 312 
interest in, 263, 270-3, 287-9, 

293-7, 322, 336 
making, 254, 318, 321-2, 328 
selecting, 287-91, 293-7 
Domestic efficiency, 15-21, 216 
Douching, nasal, 137, 343, 344, 346 

vaginal, 69 
Dramatization, education through, 
253, 266, 278, 282, 302 
educational values, 208, 210, 334 
interest in, 49, 50, 58, 240, 272, 
302 
Drawing, interest in, 251, 258, 
262, 271, 272 
materials for, 262, 319, 332 
teaching, 254, 262, 318, 333-4 
Dreaming, 145, 157, 200 
Dressing self, 124, 206, 231, 253 
Drowning, 60, 337 
Dust, 24, 80, 99, 109, 111, 115, 
137, 156, 184, 338, 342-3 

Earache, 122, 137, 234, 338-40 
treatment, 346, 353-4 



Ears, 228, 233 

care, 96, 98, 131, 137 
disorders, 56, 58, 153 
discharges, 343, 362 
Eating, rapidly, 156, 194 

when not, 158-9, 194, 214, 354 
overeating, (mother) 66-7, 75, 
102-3, 359 
Economy, 20 ff. 

in education, 197, 200-5, 208-9, 
215-6, 219 
Eczema, 82, 131, 228, 234, 347 
Education, defined, 196-7. 222, 246 
function, 197 
purposes, 196-8, 246 
scope, 247-8 

for living, 4, 7, 28, 86-7, 130, 
195-222, 247 
Education, by apparatus, 222 
pictures, 212, 322 
plays and games, 197, 203, 

206-9, 212-4, 264-84 
stories, 207-13, 221, 299-311, 

314-5 
toys, 203, 206, 215, 285-98 
Education, (bases) biology, 45-7, 
199—203 
child study, 197, 223, 246 
Education, 45, 86-7, 91, 110, 114, 
119, 196-9, 201 205-8, 
211, 214, 219-20, 248-51, 
269-70, 278-80, 293-4, 304- 
5, 309, 330, 332 
Education, as development, 96-8, 
203 
through books, 198, 205, 309 
by trial and error, 197 
Education, through example, 196, 
201, 206, 210-1, 214, 220, 
249, 253, 256-8, 330, 332 
through experience, 205, 217, 

246-7, 249-63 
through physical regimen, 85-6, 
101, 105, 111, 114, 119, 123, 
126, 129, 134, 194-5, 206, 
210, 214-5, 249-53 
Education, home environment for. 
See Family ; Home. 
mother's responsibility in. See 
Mother. 



430 



INDEX 



Education — Continued 

teacher's part in, 196, 198, 203- 
5, 207, 222, 265-6 
Education, methods, 196-222 
natural, 203 
race methods, 197 
Education, physical conditions 
for, 119, 122, 139, 141, 
146-7, 152, 155, 199, 203, 206 
relations of environment to, 28, 
196-7, 199, 202-3, 206-8, 
219-20, 246-7, 330, 332, 335 
See Interests. 
Educators, 152, 196, 222 
Eggs, cooking, 189-90 

in diet, 67, 162-4, 194, 355-6 
values, 27, 162, 168-9, 172, 178, 
180 
Electricity, uses, 23, 188, 256, 

261, 263 
Elimination, 64, 68, 75, 160-1, 
170, 172, 231-2, 344-6, 
350-4 
See Breathing ; Constipation. 
Embryo, development, 43-4, 74 
Embryology defined, 74 
Emergencies, 349-50 
Emetics, 346-7, 361 
Emotions, 242, 244 

development, 43-61, 112, 210 
physical effects, 75, 104, 145, 

155, 158, 160, 174 
and rehgion, 196, 214, 219 
expression, 212-4 
training, 49, 101, 114, 117, 
147-8, 151, 196, 203, 209- 
15, 249, 256-7, 285-9, 292 
Enema, 107, 337, 345, 352 
Environment, educative, 247 
for meals, 158, 192, 195 
influence of, 35, 45, 47, 53, 137, 
151, 196, 202-3, 207, 219, 
220, 247 
natural. 28, 151, 208, 246-7, 312 
selecting and supplying, 42, 199, 
206, 219, 246, 247-61, 
268-74, 309, 312, 330, 332, 
335, 370-1 
utilizing in education, 197, 
247-61, 313-4, 318-9 



Eruptions, 226, 228, 236, 338, 

340-1. 356-7 
Eugenics, 32, 29-40, 150-1, 214-5 
Examinations, dental, 139, 154, 
233 
eyes, 140-1, 147, 154, 233 
health, 117, 223-235, 342 
school, 152, 197 
Excitement, 64, 86, 112, 116, 

147, 149, 158, 251 
Exercise, 63, 123, 144-5, 162 

time for, 46, 120, 143-4, 200 
Exercises, for babies, 96-7 
breathing, 71 
children, 144-5 
circulation, 122, 144, 162 
constipation, 73, 97, 144 
curvature, 144 
feet, 135 
mothers, 69-73 
skin, 133 
trunk, 71 
Experimenting, interest in, 58, 50, 
241, 248, 251, 258, 269-72 
utilizing, 63, 198, 211, 249, 
256, 259, 261 
Exploring, educational use, 255, 
312 
interest in, 248, 251, 270, 272, 274 
Eyes, care, babies, 36-7, 96, 98 
children, 134, 139-142, 250 
in maternity, 74 
complications in disease, 341 
defects, 140, 153, 227, 237 
development, 50, 54, 56, 48, 60, 

121, 139-40 
discharges, 97, 338, 343, 362 
examination, 140, 141, 147, 154, 

227, 233 
infection, 36, 37, 142, 338 
inflamed, treatment, 338, 344, 

347 
symptoms in disease, 338-41 
strain, 54, 56, 58, 104-1, 143, 
146 

Facts, learning, 198, 205, 209-10, 

246, 315 
Fairhope School, 316 
Falling, 338, 350 



INDEX 



431 



Family, 6, 10-19 

environment for education, 197, 

247 
teaching significance of, 215, 257 
Father, 2, 11, 13, 28, 63, 150, 153, 

155, 218, 234-5 
Fathercraft, 5-6, 9, 117 
Fatherhood, 7, 29--i0, 150 

teaching responsibility for, 150- 
1, 257, 310 
Fatigue, children, 50-1, 58, 146-8, 
158, 230, 251, 259, 372 
mother, 25, 36-7, 64, 69, 71-2, 
102 
Fats, 160, 165-9 

cooking, 165, 176, 186, 190, 
193, 365-8 
Fear, 48-51, 145-6, 201, 230, 250 
preventing and treatment, 148, 

213, 250, 257 
mother's, 74 
Feeding, and bath, 87, 120 

babies, 86-88, 100-7, 115-6, 

118, 370 
children, 120, 124, 155-195, 

234, 249 
in maternity, 66-8, 102-4, 359 
in illness, 354-6 
over, 89, 105, 116, 123, 151, 

160, 166-7, 194, 347 
regularity, 86-88, 105, 120, 124, 

157 
wrong, effects, 105, 115, 155, 
165-7 
Feet, 230, 338 

care, 90, 97, 122, 129, 135 
defects, 90, 116, 230 
cold, 89, 122, 135, 353 
Fever, symptom of illness, 338-41 

treatment, 348, 354 
Finger nails, 134, 230, 340, 342 
Finger plays, 268, 278-80 
Fire, what to do, 349-50 
Fireless cooker, 24, 188 
Firmness, 193-4, 214, 216-18, 337 
First Aid, 349-50 
Fomentations, hot, effect, 351 
how to apply, 353 
uses, 343, 346-7, 349-50, 354, 
360 



Food composition, 168-173, 365-9 

values, 159-60, 173, 365-9 
Foods, 101, 156, 195 

injurious, 164-5 
Foreign bodies in ear, eye, nose, 

throat, 350 
Freedom, baby's, 86, 89, 90, 108, 
111, 249 
children, physical, 129, 130, 147, 

153, 174, 193, 194, 266 
children, psychological, 204, 206, 

210, 213, 215, 220, 262 
See also Interest; Self- 
activity. 
Froebel, xii, 4, 41, 42, 196, 197, 
203, 222, 223, 285, 286, 
309, 330, 333 
Fruit juices, 159, 169-70, 348, 355 
for babies, 67-8, 87, 106-7 
children, 124, 158, 162-3 
Furniture, 76-80, 91, 111, 143, 
192, 326 

Games, 112, 275, 284 

education through, 206-7, 209, 

212-4, 275-84, 316 
educational, 209, 278-84 
Genetics, 33-5 
Genital organs, 230, 232 

care of, 92-3, 98, 148-9 
Geography, 212, 255, 258, 260, 

263, 310-13 
Germ cells, 33-39, 44 
Group play, 50, 52, 69, 212, 276-6, 

218-4 
Growth, 45, 43-61 

factors influencing, 100, 161, 

168, 370-3 
tables, 118, 373-6 
Gruel, 159, 189, 365 

Habit formation, age, 198-200, 
207, 219 
method, 219, 263 
breaking, 219 
Habits, 63, 199, 207 
effects, 155, 214 
training, 193-6, 198, 200, 219, 
337 
Hair, 73, 135-6, 343 



432 



INDEX 



Hall, G. Stanley, 1. 29, 42, 152, 
197, 221, 223, 246, 287, 
288, 291, 316, 317, 333 
Handcrafts, 251-274, 317-328 
hygiene, 140-1, 251, 259, 317, 

320 
interests, 251-2, 258, 263, 270, 

272, 274 
materials, 254-5, 261-2, 318-20 
Handkerchiefs, 342, 362 
Hands, care, 134 

disinfecting, 93, 149, 343, 349, 
356 
method, 362 
washing, 93, 95, 99, 104, 124-5, 
134, 149, 157, 187, 342 
Head, 96-7, 226-7 
Headache, 67-8, 157, 166, 172, 

237, 338, 340-1, 353 
Health, before intellectual educa- 
tion, 196, 205 
and food, 155, 157-8, 160-2, 

165-8, 172-4 
school, 152-3 
scoring, 226-37 
See Child hygiene. 
Health, good, bases, 120 
and discipline, 219 
for marriage, 17 
for parenthood, 37, 39, 63 
Heart, 58, 60, 120, 128, 161, 232, 
338 
in illness, 340, 348 
Heartburn, 348, 357 
Heat, applications, effects, 351-2 
Height, 60, 101, 151, 159, 177, 
226, 236, 370-5 
tables, 373-5 
Hemorrhage, in maternity, 357 
Hemorrhoids, 357 
Heredity, 2, 17, 29-47, 34-5; 63, 

74, 146, 234-5, 370 
History, child's, scoring, 234-5 
History, interest in, 240, 258, 
263 
teaching, 255, 260, 299, 306, 
309, 314-5 
Holt, L. Emmett, 372, 376 
Home, environment for education, 
197, 206, 246-7, 268, 332 



location, 18, 27 

responsibility, 2, 3, 7, 119, 152-3, 

155, 223 
See Home-making ; Pabents, 

BESPONSIBILITY. 

Home-making, 10-32 

training for, 4, 7, 28-9, 62- 

3, 150, 257 
Hotwater bag, method, 353 

uses, 345, 347-8, 350-3 
Housekeeping, 10 ff., 253, 259 
Housework, 20 ff., 70, 156-7, 

184-192 
Humidity, 25, 89, 108, 115, 122, 

137 
Humor, development, 55, 57, 59, 

61, 240 
training, 16, 18, 143, 158, 213, 

335 
Hygiene. See Child Hygiene. 

Ideals, of American men, 15 
child's, developing, 196 
development, 55-61 
early implanting, 196, 211-2, 

214-5, 248 
(false) of education, 205 
of marriage, 11-19, 149-51, 215 
See Inspibation ; Mobal ; 
Religion. 
Illnesses, care in, 337-63 
chief, 54, 56, 58, 60, 115-6 
causes, 120, 155, 166-7, 172 
history, 234-5, 371 
Imagination, development, 55-61, 
240, 269, 285, 303, 314 
training, 210, 245, 247, 254, 
262, 265, 272, 277, 279, 
282, 289, 294, 296, 299, 
303, 320, 322, 333-4 
Imitation, development, 55-61, 
240, 271 
learning by, 207, 211, 220, 286, 

302 
through games, 277-8, 282-4 
utilizing in education, 249-50, 
297 
Impudence, 212, 218 
Impulse, 151, 200, 204, 212-15, 
217 



INDEX 



433 



Income, family, 11, 16-20, 32, 

37, 156 
Indigestion, causes, 103-5, 115, 
158-60, 166-7, 174, 186-7, 
190 
effects, 128, 236, 347, 378 
extent, 54, 56, 58, 60 
Individuality, 13, 196, 205, 217 
See Child, individual ; Tem- 
perament. 
Infancy, 

characteristics, 48-9, 54-7 
meaning of, 11-13, 119 
Infant mortality. See Mortality. 
Infection, how conveyed, 15, 35, 
99, 122, 342-3 
precautions in, 99, 139, 149, 

338, 343, 356, 362 
prevention, 100, 122-3, 130, 
134, 142, 149, 153, 155, 
160, 192, 342, 349-50, 359 
Information, not education, 196, 

198, 208, 246 
Influenza, 120, 139, 339, 378 

See Colds. 
Inhibitions, 47-52, 200, 203-4, 

213, 215 
Initiative, development, 19, 50, 
238-9 
cultivating, 204-5, 208, 245, 
277-8, 289, 302, 316 
Inspiration, in home, 10, 17, 18 
in childhood, 148, 196, 220-2 
Instruction, 198 

Intensive development, 47, 205 

Interest, abnormal, treatment, 147 

and education, 203; 46, 147, 

197-201, 205, 208-9, 246- 

7, 256, 260, 265-6, 276, 

289, 300, 311, 330-1, 333, 

335 

clues to child's, 200-1, 203-4, 

303 
diverting, 147, 203, 205, 208 
early intellectual, 205 
forcing, effect of, 205 
race vs. individual, 11, 29-40, 
149-51 
Interests, according to age period, 
babyhood, 48, 54-7, 248, 



269-70, 278, 285, 291, 
293-4, 302, 304-5, 329 
childhood, (2-6 yrs.) 48-9, 56-9, 
251, 270-3, 280-3, 294-7, 
303, 305-7 
(6-9 yrs.) 50, 58-9, 258, 274-4, 

283-4, 297-8, 307-8 
youth, (9-12 yrs.) 51,60, 61,263 
adolescence, (12-18 yrs.) 52, 60, 
61 
Invention, 59, 241 

cultivating, 247, 277, 282-4, 
289, 316-7 
Investigation, interest in, 48-9, 
241, 248, 269-70, 272 
cultivating, 249, 289, 292 
Irregularity, effects, 102, 105, 114- 
6, 146, 157, 166-7, 210, 219 
Irritability, 67, 105, 110, 139, 

145, 147, 202, 230, 237 
Irritation, 92, 98, 122, 147-8, 151, 
160, 164, 172-4, 251, 345, 349 
treatment, 353 
Itching, treatment, 340, 358 

Johnson, Mrs. Marietta, 316 
Judgment, 63, 210-1, 240 
Jumping, interest, 253, 270-2 

Kidneys, 120-1, 231, 233, 235 
Kidney disease, causes, 160, 164, 
167, 172, 340-1 
extent, 58, 60, 123 
Kiss, conveys disease germs, 342 

Labor saving, 22 ff. 
Language, development, 44-61, 
207, 241, 257, 263, 299 
training, 53, 195, 207, 250, 
252-4, 257, 259, 260, 288, 
299 
Laundering, 25, 93-4, 362 
Law, respect for, 196, 204, 211- 
12, 216-7, 251 
sense of, 43-61 

cultivating, 211, 276, 309 
Laxative, foods, 162, 171 
diet, 67, 121, 147, 175, 177 
drugs, 362 
when to give, 344-6, 354 



434 



INDEX 



Lefthandednees, 201, 230 
Lies, 49, 210, 240. 243, 257 
Life, beginning of, 74 

increasing length, 119, 123, 154 

quality, 197, 205 
Life Extension Institute, 119, 372 
Light, uses, 134, 348-54 
Lighting, hygiene, 140-1 

Malnutrition, 116, 153, 236-7, 
338-9, 340, 341 

treatment, 343, 356 
Manners, 194-5, 243, 247, 253, 

266 
Marriage, 2-3, 11-19, 31-38, 215 
Massage, 74, 95, 98, 127, 132, 345, 

347, 349, 359, 360 
Masturbation causes, 92, 98, 146-7 

effects, 145 

preventing, 148-150 

treatment, 117, 145 
Maternity, care, 62-84 
Mathematics, teaching, 261, 263, 

315-6 
Maturity, 43-4 

of sex, 151, 371 
Meal time, 

children, 124-7, 177-84 

for mothers, 68 
Meals, 157, 192-5, 214, 218, 343 
Measles, 100, 115, 122, 234, 378 

ejffects, 54, 56, 58, 153, 240 
Measuring, education in, 253, 254, 
261, 266-7 

interest in, 252, 272, 274, 316 
Meat, 149, 168-9, 173 

in child's diet, 149, 161, 164, 
172-4 

in illness, 349, 355 

in mother's diet, 67 
Medicine, 80, 347, 361-3 
Memory, development of, 43-61, 
145, 147, 240, 275 

training, 112, 209-10, 249, 253 
Meningitis, 54, 56, 341 
Mental activity, 239 

overemphasis, 152, 246, 248 

rate, 213, 263 

defects, 36, 38, 145-6, 239-44, 
371 



Militarism, 32, 212, 255, 286, 314 
Military toys, 286, 290 
Milk, boiled, 187, 355 

bottled, 184 

certified, 184-5 

clean, 152, 157, 185 

condensed, 101, 161, 185 

grades, 185 

loose, 185 

pasteurized, 184-6 

skimmed, 186 

sour, 185 

sterilized, 185 

raw, 355 

whey, 186, 355 
Milk, care, 157, 184-5 

cooking, 185, 187, 190 

pasteurizing, 187 

serving, 166, 175, 192 
Milk, composition and values, 27, 
162, 168-73, 178 

factors in, 184 
Milk in diet, 

child's, 159, 163, 166, 168-73, 
185-6 

mother's, 67-8, 102 

in illness, 355-6 

digestion of, 159, 168, 185 
Milk, mother's, 101-104, 168 
Minerals (food), 161, 167-170, 
172-3, 178-84 

importance, 27, 64-7, 103, 158, 
166-7, 355 

daily requirement, 161 

tables, food composition, 365-8 
Miscarriage, causes, 36, 68, 69, 378 
Mischief, 49, 219, 239 
Modeling, educational values, 208, 
210 

interest in, 251, 271-2, 274 

materials for, 320 

education, 254, 256, 261, 318 
Modesty, training, 50, 129, 150, 

214, 257 
Montessori, apparatus, 142, 222, 
330 

auto-education, 203-4 

statement of liberty, 204, 222 
Moral development, 48-61, 202, 
242-244, 252 



INDEX 



435 



Moral development — Continued 

training and education, 39, 49- 

52, 202, 211-19, 245, 248, 

251-2, 256-7, 262, 267, 292, 

299, 300, 329, 335 

Moral influences, 196, 202, 246-7, 

291 
Mortality, children, 

causes, 54, 56, 58, 60, 85, 115, 

154, 155, 343, 378 
prevention, 33, 40, 117, 343, 379 
statistics, 377-8 
in maternity, 379 
Mother, heredity from, 234-5 

teaching respect for, 218 
Mothers, consequences of igno- 
rance in, 115, 117, 155 
Mother*s, assistant, 4, 5, 86, 250, 
337, 342 
responsibility for children's 
education, 4, 194-6, 218, 
309 
Mothers', International Congress, 7 
Mothercraft, defined, xii 

School of, xii 
Motherhood, hygiene, 62-84 
age for, 39 
preparation for, vii, ix, xii, 1-9, 

18, 62-3, 215, 257 
teaching respect for, 29, 145, 

150, 196, 215, 218 
unwelcome, 39, 40 
Mothering, 63 

Motor development, 43-61, 112, 
145, 204, 231, 248-9, 251-2, 
258, 233-4, 269-72, 288, 
291, 294, 329 
defects, 145-6, 231 
See Muscles, fundamental. 
Motor education and training, 28, 
133, 142, 195, 198, 205-6, 
249-50, 252-6, 285-98, 269- 
74, 277-83, 317, 321 
Mouth hygiene, babies, 98, 99, 104 
child, 124, 137-9, 297, 342-3 
in illness, 356-7 
in maternity, 74, 358 
Moving pictures, 140, 146, 151, 

371 
Muscles, 199, 229 



fundamental and accessory, 
development, 46, 56, 58, 60 
in education, 147, 206, 208, 
251, 286, 318, 320 
Music, interest in, 239-40, 329- 
331, 248, 252 
education, 247, 249-50, 252, 
256, 259, 266, 316, 329- 
331, 335-6 
in home, 15, 19, 330 
therapeutic use, 147, 329 
See Rhythm ; Singing. 
Musical toys, 250, 252, 256, 293-7 
Mustard, bath, 352, 345 
plaster, 363 
for earache, 363 
in diet, 164, 175 

Nail-biting, 145, 231, 233, 237 
Nap, 73, 88, 90, 124, 128, 213, 232 
Nature, environment, 247 
Nature study, 240, 251, 255, 258, 

260, 263, 309-10 
Nausea, causes, 157, 338, 340-1 
treatment, 347 
in maternity, 67, 68, 357 
Navel, 54, 82, 89, 94, 89, 230 
Nerves, afferent, 199 
centers, 201-2 
development, 54, 56, 58, 60, 86, 

146, 200 
efferent, 199, 200, 202 
food for, 155, 160, 161 
hygiene, 114, 120 
scoring, 230-1 

sensory and motor, 199, 200, 
202 
Nervous, child, 126, 134, 173, 205, 
213, 260 
energy, storing (mother), 18, 
63, 102; (child), 123, 155, 
161 
system, development, 199-203, 
219 
Nervousness, causes, 67, 112, 116, 
122, 139, 146, 160, 164, 167, 
172, 173, 174, 341, 320 
development, 54, 56, 60 
effects (mother's), 102, 104 
(child's), 123, 128 



436 



INDEX 



Nervousness — Continued 
extent, 54, 56, 58, 60, 152 
prevention, 25, 86, 145-8 
symptoms, 145, 230-1, 237 
treatment, 25, 69, 70, 127, 143, 
147-8, 353 
Night regimen, 89-90, 105, 109, 

118, 127, 129 
Nose, 227, 232, 237 

care (baby), 96; (child), 122. 

136-7 
how to blow, 136 
discharges, 338-42, 362 
Nursery, 76, 98-9, 108 

furnishing, 75-80 
Nursing, home, 337-63 
in maternity, 357-60 
of baby, 100-6, 115, 234, 358-60, 
379 
Nutrition, 120, 146, 219, 231, 
236-7, 219 

Obedience, development, 48-61 

cultivating, 196, 216-18, 251, 

256, 337 

Observation, development, 48-61 

training, 208-9, 255, 262, 277-8, 

281, 283 
utilizing, 198, 217, 255, 261 
Oil rub, 87, 94, 131-4, 356, 358 
Orange juice, 106, 163, 169, 171, 

175, 179 
Orderliness, 28, 99, 211 

training in, 130, 194, 215, 245, 253 
sense of, development, 48, 61, 
243 
Overwork, 70, 115, 206 

Pacifiers, 80, 227, 234, 342 
Painting, intellectual values, 208, 
210 
hygiene 254, 318, 320 
interest in, 240, 262, 271, 272, 

274, 302 
materials, 254, 319-20 
teaching, 254, 262, 318 
Paralysis, 341 
Paregoric, 80 

Parental love, (not compensate for 
ignorance), 123 



Parenthood, 29-40 
age for, 37, 39 

See Eugenics; Father; He- 
redity; Home; Mother 
Parents, 29-40, 41 

responsibilities, 16, 29-40, 45, 
117, 153, 155, 246 
Parties, 146, 149, 267 
Pasteurizing, 342 

method, 187 
Patent baby foods, 80, 101, 161, 234 
Patent medicines, 68, 80, 103, 346, 

363 
Peace, international, 287, 312 
Pedagogy, 198, 208 
Pediatrics, 3, 6, 62 
Personality, 5, 7, 247 

study of, 237-44 
Physical education, 87, 119, 247, 

251, 255 
Physical measurements, 151, 118, 

226, 373-5 

Physician, 14, 38, 63-5, 71-2, 85, 

93, 97-8, 102-3, 106-7, 117, 

128, 135, 142, 144-5, 147-9, 

154, 165-6, 174, 232-3, 339, 

344, 346, 350, 359, 363 

when to summon, 337-8, 343, 349 

Physiology, 43-75, 86-116, 120- 

150, 157-195, 199-203 
Pictures, 210, 247, 249, 256, 268 
children's interest in, 240, 248, 

262, 272 
for children, 250, 262, 332, 335 
making, 254, 304, 333-4 
Play, for baby, 111-2, 248-9 
with baby, 86, 110, 112 
defined, 203, 264-5 
education through, 264-74 
equipment, 130, 133 
interests, 142, 248-9, 251, 258, 

268 
See Games; Toys. 
Pneumonia, 339; 89, 101, 108, 115, 
120, 131, 134 
extent, 54, 56, 58, 60, 153, 378 
Poisoning, prevention, 347, 379 
Posture, 73, 143, 226, 236 
sitting. 111, 143 
standing, 25, 143-5 



INDEX 



437 



Poultices, 339, 343 

Powder, use of, 92, 98, 138, 358 

formulas, 79, 358 
Prayers, 

child, 214, 220, 258 
parents, 39, 258 
Precocity, 47, 205, 239 
Prenatal, development, 43-4 
hygiene, 62-84, 357-60, 379 
influences, 33-36, 63, 74-5, 138, 
235 
Prickly heat, 347-8, 356 
Primitive life, 255, 258, 260, 262, 

312 
Prohibitions, 216, 251 
Promptness, 213, 215, 216, 218, 

253, 256 
Protein, 168; 160, 166-8, 172-5, 

179-84, 365-8 
Prunes, 169, 171, 175, 188, 355 
juice, 88, 106, 163 
pulp, 163, 188 
Psychology, chUd, 128, 147, 151, 
199-222, 251, 258, 263, 
264-67, 275-77 
of development, 43-61, 225, 

237-44 
genetic, 42 

of infancy, 85, 101, 105, 110, 
112, 114, 117, 248-9 
Pulse, 232, 376 
Punishment, baby, 117, 212 
child, 127-8, 146, 218, 257 
consistency, 216 
natural forms, 216-7 
Purins, 160, 166-7, 172. 175 
free diet, 160, 171, 348, 354-5 

Quarreling, 212, 218, 243, 257 
Questions, child's, index of in- 
terests, 224, 241 
regarding biology of life, 150, 

215. 258, 210 
regarding theology, 221, 257 

Reaction time, 202, 213, 216, 239 
Reading, age for, 51, 53, 141, 152, 
207, 260, 263, 316 
hygiene in, 140-3, 260 
physical strain, 140, 207, 254 



Reasoning, development, 48-61, 
240 
training, 210-11, 214, 250, 309 
utilizing in education, 198, 213 
Recapitulation, 44, 200 
Reflex arc, 199, 213 
Reflexes, 132, 143, 351 
Regularity, babies, 86-8, 102, 105, 
249-50 
children, 123-4, 126-7, 147, 

157, 176, 211, 214, 233 
training in, 49, 55, 107, 214, 251 
Relaxation, 128, 147 

means to, 127-8, 143, 147, 213, 
338 
Religion, development, 49, 52, 
59. 61. 220, 244, 258 
education in, 49, 52, 149, 151, 
195-6, 202, 214, 219-23, 
257, 258, 262-3 
Repression, 146-7, 152-3, 200, 

202, 204 
Resistance, developing, 120 ff., 344 
to disease germs, 123, 131, 134 
low, 160, 172, 343 
Respect, development, 243 

for authority, 49, 114, 211, 
216-7, 220, 251, 258, 276 
father, 218, 220 
mother, 218, 220 
parenthood and marriage, 149- 

50, 215, 310 

property, 211, 218 

workers, 216, 313 

See Self-respect. 

Respiration, rate, 376 

See Breathing. 
Responsibility, training in, 28-9, 
51-2, 130, 150, 211-2, 214, 
218, 259, 292, 313 
Retardation, 202, 205, 239-44, 

271 
Rewards, 217 
Rheumatism, 58, 60, 160, 167, 

172. 234, 348 
Rhyme, 209, 239 

Rhythm, sense of development, 59, 
239-40, 248, 252, 269, 303, 
329 
cultivating, 55, 112, 128, 206, 



438 



INDEX 



Rhythm — Continued 

249-50, 253, 256, 259, 278, 

302 
uses, 127, 147, 209, 329 
Rhythmic exercises, 202, 213, 250, 

269 
Rickets, 54, 101, 116, 167, 234, 

236 
Ridicule, 256, 260 
Rocking, 78, 110, 111, 116, 127 
Rote learning, 51, 209, 261, 263 
Rupture, 89, 98, 116, 232, 230 

Salt, normal solution, 362 
uses, 343-5, 347-8, 362 
Sanitation, 86, 87, 93, 98-100, 
108-110, 127, 137, 139, 142, 
152, 156-7, 184-7, 192, 251, 
342-3, 362-3 
Scarlet fever, 122, 153, 234, 340 

mortality, 56, 58, 100, 378 
School, 2, 3, 4, 7, 8, 28, 124, 223 
age for entering, 141, 152, 208 
and health, 146, 152-3, 194 
dances, 149 
Science, teaching, 248, 255-6, 

260-1, 309-13 
Scolding, 127, 142, 217 
Scurf on head, 96, 97, 135, 226 
Scurvy, 56, 101, 116, 162, 167, 

234, 237 
Self-activity, 199, 203-4, 208, 220, 
241, 245, 264-7 
clue to interests, 203-4, 224, 240 
See Freedom ; Interest. 
Self-consciousness, 429, 224, 256, 

260 
Self-control, developing sense of, 
43-61, 231 
lack of, 12, 16, 145, 146, 151, 

195 

need of, 17, 39, 37, 86, 123, 151 

training in, 29, 31, 63, 86, 114, 

143, 148, 212, 213, 245, 251, 

256 

Self-indulgence, 114-5, 117, 123, 

146, 151 
Selfishness, 16, 20, 218, 242, 243 
Self-reliance, development of, 20, 
43-61, 231, 23Q 



training in, 20, 63, 114, 128, 130, 
142, 143, 148, 195, 211, 
245, 249, 253, 320 
Sense organs, development, 43-61, 
200-1, 227-8, 239-40 
hygiene, 137, 153, 139-42, 146-7 
Sense training, 201, 205-6, 249-51, 
252-3, 258-9, 269-70, 272- 
3, 277, 281, 284 
See Color; RnYTEnvi. 
Sewing, 83-4, 140-1, 262, 271, 274 
Sex determination, 74 
Sex, development, 43-61, 150-1 
influence on growth, 370-75 
influences on maturity, 371 
education, 29, 149-51, 214-5, 

310 
hygiene, 39, 92-4, 148-151 
instinct, sublimation, 13-4, 19, 

33, 39, 151 
perversion, 17, 31, 37-8, 150 
Shock, avoiding in cold bath, 131 

treatment, 346, 349, 350 
Shoes, baby, 82, 90, 116 
child, 128-30, 135 
in maternity, 65 
Sight, 54-61, 11, 206 
Simplicity, 21-8 

for children, 129, 131, 158, 
165, 174, 244, 256, 267 
Singing, 18, 127, 147 

education in, 249-50, 252, 277, 

329-30 
games, 272, 282-3 
Sitting, babies, 55, 111-2, 116, 231 

children, 143, 152, 226, 320 
Skin, 228; 148 

care, babies, 92, 97-8 
children, 129, 131-4 
maternity, 64, 68, 358 
training, 121, 131, 133 
Sleep, 73, 86, 88, 107-11, 123-6, 
130, 149, 157, 232, 237 
disturbed, 69, 111, 127-8, 145, 
157, 237, 349 
Sleeping out-of-doors, 70, 107, 
109-110, 126, 129, 147 
bag, 90, 109, 129 
porch, 70, 126 
31iv^rs, 351 



INDEX 



439 



Smallpox, 378 

Soap, for babies, 79, 97, 98 

children, 131, 133 

diapers, 93 

disinfection, 343, 362 

woolens, 93 
Social, development, 54-61, 242-3 

training, 195, 212-17, 220, 248, 
253, 257, 266, 275-6 
Songs, 207, 240, 249, 256, 272, 

335 
Soothing syrups, 80, 114, 363 
Speech, 241 

development, 43-61 

defects, 56, 58, 201, 205, 241 

See Language. 
Sponge, 80, 94 
Starch, 166-9, 186, 193 
Statistics, 153-5, 387-9 
Sterilized foods, 101, 161, 185 
Sterilizing, method, 363 

baby clothes, 79, 93 

dried fruits, 192 

milk bottles, 184 

toothbrushes, 139 

wash cloths, 131 
Stimulants, to be avoided, 123, 
149, 151, 217, 371 

desire for, 155 

foods, 164, 173-4, 371 

in illness, 350-1, 355 
Stimulation, mental, 45, 47, 86, 
110, 205-6 

physical, of heat, 351 
Stomach, ache, 349 

gas, 345 

digestion, 167-8, 174 

scoring, 230-1 

sour, 348, 357 
Stools, abnormal, 107, 232, 338 

regularity, 86-88, 107 

in disease, 342, 362 
Stories and story-telling, 252-308, 
314-5, 127, 146-8, 203, 
210-11, 224 
Stubbornness, 214, 216, 217 
Subconscious mind, 128, 202 
Sucking, 117, 227 
Sugar, 101, 114, 149, 188, 165-75, 
193 



Suggestion, to the subconscious 

mind, 128 
use of, 128, 208, 216, 302 
SuggestibiUty, 48, 128, 200, 247 
Summer, baby's regimen, 82, 90, 

94, 98, 108 
children, 129, 132-3, 177 
Sunburn, 134, 348 
Sunshine, 86, 93, 109-10, 134, 153, 

362 
Suppository, 91, 107, 345 
Sympathy, 10, 16, 28, 212, 218, 

220, 244, 247, 268 
with child nature, 222 
SyphiUs, 35-8, 54, 115, 233, 341 

Tantrums, 117, 145, 147-8, 213, 237 
Taste, 158, 174, 193, 206 
Teasing children, 112, 116, 146, 251 

child's, 51, 216, 218, 257 
Teeth, 120, 228 

care, 128 

decay, 139, 146, 162, 174 

defects, 54, 56, 58, 60, 139, 153 

development, 54, 56, 58, 60, 138 

examination, 139, 154 

food for sound, 161-2, 174 

in maternity, 73, 358 
Temper, 55, 143, 145, 147, 213, 

218, 237, 251 
Temperature, body, normal, 376 

learning to take, 337 

response to changes, 121 
Temperature, food, 192 

water, 106 
Temperature, outdoors, for play, 
133-4 

for sleeping, 127 

for taking outdoors, 89, 108 
Temperature, room, 232 

bathroom, 131 

nursery, 98, 108 

room, 25, 70, 89, 121, 127, 137, 192 

sickroom, 338-9, 341 

to reduce, 350 
Theater, 146, 151, 247, 371 
Thinking, feeling and doing, 197, 

204, 248 
Thrift, 16, 25, 49, 243 

teaching, 215, 292 



440 



INDEX 



Throat, care, 122, 343, 356 

sore, 122, 137, 348, 354-5 
Thrush, 104 

Tickling, effects, 112, 116, 146 
Time, sense of, 239 

teaching, 260, 314 
Tonsillitis, 122, 137, 146, 153, 340 
Tonsils, 115, 122, 137, 146, 153,234 
Toothache, 349 
Toothbrush, 138-9, 357 

how to brush, 138, 342 
Tossing babies, effect, 112, 116, 146 
Toys, 285-298, 317-328 

at bedtime, 127 

care of, 86, 218, 234, 253, 342 

education through, 249-50, 252, 
256, 261-2, 285-98 

making, 254, 261, 317-28 

See Doll. 
Tuberculosis, hereditary, bar to 
marriage, 37-8 

congenital infection, 35, 37, 233 

diet, 356 

extent, 56, 58, 50, 123, 153, 378 

causes, 123 

history, 234, 235 

prevention, 131, 134 

precautions in, 139, 339 

symptoms, 339 

Unity of child's life, 85, 197, 204 

Uric acid, 167, 171-2 

Urinating, teaching control, 87-8, 

91, 127, 231 
Urine, 91-2, 148, 170, 231, 338, 

358, 362, 379 

Varicose veins, 65, 73, 357 
Vegetables, 161-2, 168-72 

cooking, 170, 187, 190 

in diet, 162-4, 193, 355 
Venereal diseases, 35-8, 115, 233, 

341, 343 
Ventilation, 152, 233 

nursery, 98-9, 108, 123, 127 

room, 25, 70, 122, 192 

sickroom, 339, 344, 348, 356 
Vitality, 63, 151, 226-237 

increasing, 119-154 

low, 153, 165, 172, 236-7 



Vitamines, 161; 27, 100-1, 161, 

175, 177, 179, 185 
Voice, 52, 241, 250, 254, 259, 

335-6 
Vomiting, 105, 338-42, 362 

Waking, 111, 118, 128, 250 
Walldng, 99, 112, 205, 123, 252-3, 
270-3 
in maternity, 69-70 
Water, 162, 166, 343-4, 348, 354 

sterilizing, 363 
Water drinking, 68, 88, 104, 121, 

124-5, 162, 170, 360 
Weaning, 103, 106, 234 
Weather, adaptation to, 129, 159, 
175, 184 
cool, 87, 90, 94, 99, 108, 110, 

127, 129, 131-4, 137 
warm, 90, 94, 98, 108, 177 
Weighing, 78, 87-8, 104, 224 
Weight, 44, 60, 104, 151, 159, 177, 
226, 236-7, 338-9, 343, 
370-375 
taking, 87 
Tables, 118, 373-5 
Whims, 114, 193-4, 203, 213, 217 
Whooping cough, 54, 100, 115, 

120, 234, 340, 378 
Will, 55-61, 155, 200, 244 
breaking child's, 214, 217 
training, 151, 211, 213, 215, 
222, 245 
Winter, regimen, baby's, 82, 94, 108 
children, 122, 127, 129, 131-3, 
177 
Wood, Thomas D., 126, 152 
Woolen garments, 82, 90, 93, 

129-30, 148, 347 
Workmanship, 251, 254, 259, 261- 
2, 289, 317, 321, 330, 333-4 
Worms, 147-8, 233, 349, 363 
Wounds, 337-8, 342, 349-50 
Writing, 53 

age for teaching, 141, 207-8, 

260, 263 
hygiene, 140, 152, 260 
Youth, stage of development, 61, 
60, 61 
education in, 198, 263 



3477-5 



I 



LIBRARY OF CONGRESS 



019 566 965 A 



